ABSTRACT
This chapter reviews studies that encouraged pre-service and in-service teaching English to speakers of other languages (TESOL) teachers to reflect on their principles along with other combinations within the framework for reflecting on practice. Such reflections include explorations of teachers' assumptions, values, beliefs, and conceptions of teaching and learning English as an additional language. For pre-service TESOL teachers, the results indicate that many of their conceptions of teaching seem to be deeply rooted in their past experiences and when they were able to articulate their underlying assumptions, values, beliefs and conceptions of teaching and learning, they were better able to reflect on their appropriateness in light of their current context. The chapter suggests that encouraging in-service TESOL teachers to engage in reflective practice beliefs, theory and actual practices with prompts such as discussions, writing, video analysis, critical incident analysis, action research and so on can help TESOL teachers develop awareness of how these all intersect in their classrooms.
