"It Is Easy to Fall into a Monotonous Routine": Reflections of an EFL Teacher in Central America

Autor/inn/en	Farrell, Thomas S. C.; Avejic, Vanja
Titel	"It Is Easy to Fall into a Monotonous Routine": Reflections of an EFL Teacher in Central America
Quelle	In: TESL-EJ, 25 (2021) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Teacher Attitudes; Language Teachers; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Case Studies; Professional Identity; Educational Philosophy; Evidence Based Practice; Educational Principles; Reflective Teaching; Decision Making; Males; Virtual Classrooms + Suchen Sie Ihr Suchwort? Lehrerverhalten; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Decision-making; Entscheidungsfindung; Male; Männliches Geschlecht
Abstract	This paper presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. More specifically, this qualitative study sought to contribute to the discussion of the perceived interdependent influences of English Foreign Language (EFL) teachers' thoughts, identities, and behaviours through five stages of self-reflection in Farrell's (2015) framework for reflective practice. The participant engaged in evidence-based reflective practice in order to subject his principles to critical analysis and interpretation expressed through his philosophy, principles, theory, practice, and beyond practice. Overall, the findings suggest that the teacher's stated principles related to his philosophy, beliefs and theory converge with his classroom practices; however, areas of divergence were also observed. Results suggest the need for all EFL teachers to explore their principles in relation to their classroom practice through reflective practice so that they can make informed decisions about their practice. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01