Abstract
This chapter discusses how and why pre-service language teachers can and should develop critical reflection practices via reflective writing. The chapter highlights the importance of reflective writing to deepen the reflectivity and promote the teacher learning process while also writing about research experiences through exploring, unpacking, stepping back, and understanding research puzzles. The chapter provides key stages and processes of writing reflectively and ends by listing some pedagogical benefits of reflective research writing process.
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Change history
20 February 2020
Correction to: Chapter 7 in: Kenan Dikilitaş, Ali Bostancıoğlu, Inquiry and Research Skills for Language Teachers, DOI 10.1007/978-3-030-21137-0_7
Notes
- 1.
The examples are based on the project entitled “A discourse-oriented investigation of reflective writing: A case of teacher research writers” (Project No: SBA-2016-6346) funded by Erciyes University and coordinated by Erdem Akbaş and Kenan Dikilitaş.
References
Akbaş, E. & Dikilitaş, E. (2017). A discourse-oriented investigation of reflective writing: A case of teacher research writers .[Scholarly project funded by Erciyes University Project No: SBA-2016-6346].
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Akbaş, E., Dikilitaş, K. (2019). Developing Critical Reflection Practices via Reflective Writing for Pre-service Language Teachers. In: Inquiry and Research Skills for Language Teachers. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21137-0_7
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DOI: https://doi.org/10.1007/978-3-030-21137-0_7
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Publisher Name: Palgrave Macmillan, Cham
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