ABSTRACT
This chapter describes the research related to teaching English to speakers of other languages (TESOL) pre-service and in-service teachers' philosophy and its various combinations with other aspects of framework such as with principles, theory, and practice and beyond practice; but the dominant focus of reflection is related to teacher's philosophy. When the focus of pre-service teachers' reflections was solely their philosophy of practice, all of reviewed studies revealed that a main topic that arose was pre-service TESOL teachers' concerns teacher identity. Combining philosophy with reflections on practice, Kanno and Stuart examined a case study of processes in which two novice TESOL teachers transition towards identifying themselves as second language teachers and how their emerging identities helped shape their classroom practices. Kanno and Stuart noted that it takes time for pre-service TESOL teachers to develop their teacher identities and it is only when these novice teachers experienced a process of prolonged "learning-in-practice", that they "came to view themselves as teachers".
