Reflective Practice in Language Teaching

This thesis explores reflective practice in language education and proposes a paradigm for a more comprehensive approach to teacher reflection and practice. The article provides a brief overview of reflective practice and its implementation by John Dewey and Donald Schön, as well as limitations to their ideas. This research provides an overview of how the author applied Dewey and Schön's concepts to create ACT model of reflective practice for language teachers. This thesis highlights the significance of emotions in reflective practice for language teachers and suggests ways to advance it.

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