Thoughts, values, beliefs, and attitudes that belong to the majority of a social group.
Published in Chapter:
Promoting Prospective TESOL Educators' Critical Reflection Through the 4D Framework
Ni Yin (University of Southern California, China), Xiaodi Sun (University of Southern California, China), and Chuqi Wang (University of Southern California, China)
Copyright: © 2022
|Pages: 20
DOI: 10.4018/978-1-7998-8093-6.ch015
Abstract
Within the field of teacher education, the significance of promoting critical reflection is highlighted by scholars because it is generally believed that teachers engaging in critical reflection are more able to examine bias, challenge embedded assumptions, and take actions toward educational justice. In the field of teaching English to speakers of other languages (TESOL), there is a growing interest in the cultivation of educators with critical reflection ability. In this chapter, the authors introduce a set of effective tools by which worldwide pre-service TESOL educators can practice critical reflection. The sets include a 4D framework and a worksheet. By incorporating this tool into learning and future English teaching lives, pre-service TESOL educators can be involved in continuous cycles of high-level critical reflection. Through learning on their own reflections, teachers can gain new insights, improve teaching skills, and ultimately, create a more just society for students.