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Doing reflective practice: a data-led way forward

Lookup NU author(s): Professor Steve WalshORCiD

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Abstract

This article makes the case for an approach to reflective practice (RP) that is both evidence-based and data-led. We argue that, while RP within the field of TESOL enjoys a relatively high level of acceptance and status (perhaps even an orthodoxy), it has little corresponding knowledge base that demonstrates how RP 'gets done'. We propose a need for more concrete descriptions of RP in order for teachers and teacher educators to fully engage with its possibilities, and in order to establish a knowledge base for promoting and supporting research by and for practitioners. In this article, we focus on the approaches that might be adopted to promote data-led and evidence-based reflection. Such a data-led approach would encourage the use of professional data, alongside appropriate tools (presented below) as a means of aiding and promoting practitioner reflection. In the first part of the article, we briefly outline what we consider to be some of the main challenges facing RP; in the second, we put forward a number of tools and procedures for enhancing RP and making it collaborative, data-led, and evidence-based.

Publication metadata

Author(s): Walsh S, Mann S

Publication type: Article

Publication status: Published

Journal: ELT Journal

Year: 2015

Volume: 69

Issue: 4

Pages: 351-362

Print publication date: 01/10/2015

Online publication date: 01/05/2015

Acceptance date: 01/01/1900

ISSN (print): 0951-0893

ISSN (electronic): 1477-4526

Publisher: Oxford University Press

URL: http://dx.doi.org/10.1093/elt/ccv018

DOI: 10.1093/elt/ccv018

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