ABSTRACT
This chapter describes the use of open post-lesson discussions to facilitate teachers' implementation of a curriculum reform, which is part of a wider case study investigating teachers' beliefs and practices about learner autonomy. The study was conducted in a Chinese secondary school which explicitly promoted the goal of whole-person development and strived for the fulfilment of this goal through a comprehensive school innovation project, focusing particularly on improving learning efficiency through student autonomy and collaboration. Collaborative reflection has been recognised as an effective approach to language teachers' professional development in that collaboration provides opportunities for teachers to share their personal and professional knowledge with others. The collective discussions of open lessons that were examined in the case study covered a great deal of territory, involving various aspects of language teachers' beliefs, classroom practices, and beyond. The observations and subsequent discussions were part of an innovatory school project promoting learner autonomy and collaborative learning.
