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English Methodology II
Development, which was written by Bailey, Curtis and Nunan in 2001. The purpose of
this chapter is to explain what reflective teaching is and also the importance of adopting
it during our career. To begin with, Bailey et al. (2001) mentioned several authors who
conclude that reflective teaching includes the following ideas: it requires to think about
possible options or alternatives to reach goals or aims at the end of a period of time
(class of semester); it demands to collect data and analyze it from classrooms; it should
consider also the social conditions of the classroom in general and also student’s
contexts. In fact, Leo Bartlett (1990) expanded the last point indicating that "the
relationship between an individual's thought and action and the relationship between an
individual teacher and his or her membership in a larger collective called society" (as
cited in Bailey, Curtis & Nunan, 2001, p. 37). Briefly, we can also find, among other
ideas, that reflecting about teaching requires also taking actions and decisions in
relation of what teachers may or are experiencing in the classroom. From the previous
idea underlies the concepts of “reflection-in-action (during our teaching) and reflection-
on-action (before or after our teaching)” (Bailey et al., 2001, p. 37). Continuing with this
idea, Zeichner and Liston (1996) exposed that a reflective teacher must be, among other
characteristics, attentive with the student’s contexts and also he must be responsible
with his own professional development. The process of reflection is subdivided into 5
different categories, on one side we have rapid reflection and repair reflection (both are
performed in action) and on the other side, review and research reflections are
processes carried on after classes (in other words, both are performed on action). The
last dimension is retheorizing and reformulating reflection which is based on the analysis
of teaching and learning theories with their results obtained from classrooms. Finally,
requires being critical with yourself. One of the problems which may be faced during this
process is that your beliefs about teaching could be wrong or they are not producing
important to work with somebody who is experiencing similar situations because they
can work together and help themselves with opinions and support.
Analyzing this document, there are some significant elements which I have to
highlight. This text begins with a question (with subsequent ones) that helps you to start
thinking about reflection, thus I could say that it began in a friendly interaction with the
readers. Besides, in order to understand the concepts provided by the authors, there are
fictional situations which depict the concepts mentioned before in action; I mean the
authors mention and explain concepts and include situations in which you can
understanding of the text in a great manner because you practice what you read before
with the same examples from which the concepts were illustrated. Unluckily, what I can
criticize from this chapter is that the authors explained the importance of why we should
complicate our lives with the reflective teaching process and also the problems that we
may face during this process at the end of this chapter. Even though these concepts are
well-explained, I think the authors did not pay much attention to these elements, which
are fundamental if you want to start reflecting about your teaching. Therefore, I would
widen these concepts with more ideas and explanations because they reflect the human
Bailey, K. M., Curtis, A., Nunan, D. (2001). Pursuing professional development: The self