Mann, Steve J.. (2005) The language teacher’s development. Language Teaching, Vol.38 (No.3). pp. 103-118. ISSN 0261-4448

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Abstract

This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher knowledge and beliefs. Collaborative and co-operative processes can help sustain individual reflection and development.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH):	Teachers -- Training of, English language -- Study and teching -- Foreign speakers, Reflective learning, Experiential learning
Journal or Publication Title:	Language Teaching
Publisher:	Cambridge University Press
ISSN:	0261-4448
Date:	July 2005
Volume:	Vol.38
Number:	No.3
Page Range:	pp. 103-118
Identification Number:	10.1017/S0261444805002867
Status:	Peer Reviewed
Access rights to Published version:	Restricted or Subscription Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/3249

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