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By Atsuko Watanabe

This e-book offers a researcher's paintings on reflective perform with a bunch of highschool academics of English in Japan. starting with a chain of uncomfortable instructor education classes brought to unwilling contributors, the e-book charts the author's improvement of recent equipment of enticing her contributors and applying their very own stories and information. either an in-depth exam of reflective perform within the context of eastern cultural conventions and a story account of the researcher's reflexivity in her engagement with the research, the ebook introduces the concept that of ‘the reflective continuum' – a non-linear trip that mirrors the way in which mirrored image develops in unpredictable and person ways.

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Hatton and Smith (1995: 35) point out that there seems to be, to some extent, a consensus that reflective practice involves finding solutions to problems; however, ‘questions can be raised about whether solving problems should be considered an inherent characteristic of reflection’. Tremmel (1993: 437) also argues that the tendency to look for precise solutions may prevent teachers from reflection, and points out that ‘in Schön’s terms, it is exactly this desire for solutions that hinders efforts to establish reflective practice in education’.

4 Interview process and the focus Interview Focus of the interviews First Learning the background of teachers and school contexts Second and third Asking specific questions of each participant on their journal entries Fourth Reflective task: Sharing interview transcriptions with each teacher Fifth Reflective task: Identifying the participants’ own reflective themes Sixth Reflective task: Discussion of the last journal entry Situating My Study: Reflective Practice in the Japanese Context 41 I expected.

Particularity seeks to facilitate the advancement of a context-sensitive, location-specific pedagogy that is based on a true understanding of local linguistic, social, cultural and political particularities. Practicality seeks to rupture the reified role relationship between theorizers and practitioners by enabling and encouraging teachers to theorize from their practice and to practice what they theorize. Possibility seeks to tap the sociopolitical consciousness that students bring with them to the classroom so that it can also function as a catalyst for identity formation and social transformation.

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