TITLE: <b>The reflective paradigm and English teacher educators' several interpretations</b>
DOI:
https://doi.org/10.5433/2237-4876.2004v7n2p29Keywords:
Reflection, Teacher education.Abstract
Nowadays, the reflective approach can be considered the predominant paradigm in the education of English language teachers. This is revealed in the literature and in recent research. However, there are several understandings of what reflection means, and this has already been pointed out by researchers. Many points of convergence and divergence coexist in the great quantity of activities labeled "reflective". This paper aims at mapping out the meanings of reflection in the literature of teacher education, as part of a project entitled "Reflective teaching in the education of English language teachers".
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nalini Iara Leite Arruda, Telma Nunes Gimenez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal reserves the right to make, in the originals, normative, orthographic and grammatical modifications in order to maintain the standard language and the credibility of the publication. It will respect, however, the authors' style of writing. Modifications, corrections and suggestions of conceptual order will be forwarded to the authors, if necessary. In these cases, the papers, once appropriate, should be submitted to a new appreciation. The final examinations will not be forwarded to the authors. Works published become property of Signum, being its total or partial reprint subject to an explicit authorization of the journal. In all subsequent quotes the original source of publication should be mentioned, in case, in Photographic Discourse. Opinions emitted by the authors are their exclusive responsibility.
