September 2005
Volume 9, Number 2

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The Impact of Teacher Knowledge Seminars: Unpacking Reflective Practice

Andy Curtis
Queen's University
Ontario, Canada

Margit Szestay


This paper reports on the learning outcomes described by experienced teachers attending a program designed to enable them to come together to engage in professional development through structured and systematic reflective practice. In the first part of the paper, we look briefly at some of the challenges of defining "reflective practice". We then describe the particular project we worked with, and present the collection and analysis of interviews with seven teachers and survey data from 35 teachers working within and near to schools in Vermont, USA. Six themes emerged from the teachers' responses:

These recurring themes are discussed in relation to teachers' knowledge, beliefs and learning and in relation to teachers' ways of knowing.

Keywords: EFL, ESL, Teacher Knowledge, Reflective Practice, Second Language Teacher Development, Inquiry groups

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