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The present article discusses three different frameworks of Reflective Practice (RP) intended to foster reflection in the fields of English Language Teaching (ELT) and Language Teacher Education (LTE). Therefore, we look at structural platforms of procedures or ways of engaging in reflection and/or analysing its outcomes. The following are the frameworks, discussed in terms of their contribution for the refinement of both individual and collaborative professional development: Zwozdiak-Myers’s framework of reflective practice, Farrell’s Framework for reflecting on practice and Edge’s framework of cooperative development. We look into the term critical in the field of LTE and discuss the frameworks after a brief overview of the complexities involved in reflection, ranging from daily classroom procedures, to hegemonic assumptions and personal philosophical stances, including assumptions and beliefs. In a very generalised way, it can be said that the first two frameworks are designed to guide and structure evidence of reflection in self-study, whereas the third one takes a more collaborative approach, although the three frameworks can be complementary and may have practical overlaps of application. LTE. Reflective Practice. Frameworks. |
