Self Reflection on the Teaching Practice of English as a Second Language: Becoming the Critically Reflective Teacher

Abstract

This article proposes a framework for developing as a critically reflective teacher. The author highlights the importance of personal beliefs and experiences which contribute to critical reflection as the distinguishing attribute of reflective practitioners. The term ‘self reflection’ as developed here, merges beliefs and values creating state of the art theories of learning via conscious consideration. The consequences of teaching practice, with self-reflection on the methodological constraints of teaching context are presented with some examples of teaching practices. Assumptions about human potential and learning, which challenge language learners, are briefly discussed in terms of the application of the model of communication with those learning. As a final action to be taken approaching teaching as a reflective practitioner by self-generating humanistic approaches are recommended in order to infuse values into a professional identity, resulting in developing a deliberate code of conduct In the final analysis, it is suggested that to approach teaching as a reflective practitioner, a self generating humanistic approach should be taken. This emphasizes personal values being integrated into one's professional identity, which in turn will produce a personal code of contact