Details

Teachers as Researchers – Voices from Experts.- A Corpus-based Analysis of Ideologies in Chilean SLTE Policies.- Theoretical and Practical knowledge needed by German Teachers: A Research with Undergraduates of Letras Português-Alemão.- Applying peer rubric feedback in foreign language teacher education: Fostering pre-service teachers’ oral feedback skills through facilitating reflective moments.- Professionalization instruments for reflected experiential learning of teachers: DEUTSCH LEHREN LERNEN (Learn To Teach German).- Tools of Action Research in Undergraduate Teacher Education: Experiences from Brazil.- Developing a Critical Reflection Stance toward Language Teaching Practice: European Portfolio for Student Teachers of Languages and Reflective Tasks in Language Education.- Developing Portfolios for English Language Teachers in Japan: Facing Challenges and Creating Opportunities.- Reflective writing and self-assessment of language teaching performance.- Developing the ELF-aware teacher: The case of the ENRICH Continuous Professional Development Course.

<div><b>Paul Voerkel</b>&nbsp;received his doctorate in teacher education from the University of Jena, where he currently works as a research assistant and the Chair of German as a Foreign Language. His research interests include teacher education, methodology-didactics, cultural studies, and language policy.</div><div><b>Mergenfel A. Vaz Ferreira</b>&nbsp;holds a Ph.D. in Linguistics from the PUC Rio and is an Associate Professor of German Language at the Federal University of Rio de Janeiro. Her main interests are teacher education for additional languages and didactic approaches from a critical and decolonial perspective.</div><div>Nancy Drescher&nbsp;has a Ph.D. in Applied Linguistics and is a professor of English language teaching for speakers of other languages at Minnesota State University, Mankato. She has teaching experience at the K-12 level and in university, and her research interests include teacher development, educational policy, and reflection.</div>

Essential questions about the skills teachers need for effective classroom practice have raised by researchers such as Shulman, Schön, Altrichter & Posch and Hattie, and discussions still continue. In this context, the anthology combines theoretical studies and practical insights about Reflection from foreign and second language teacher education and professional development. It includes examples of reflective tools, techniques and strategies that can help teachers to (re)think their practices and ensure the quality of their everyday work.<div><b>The Editors</b></div><div><b>Paul Voerkel</b> received his doctorate in teacher education from the University of Jena, where he currently works as a research assistant and the Chair of German as a Foreign Language. His research interests include teacher education, methodology-didactics, cultural studies, and language policy.</div><div><b>Mergenfel A. Vaz Ferreira</b> holds a Ph.D. in Linguistics from the PUC Rio and is an Associate Professor of German Language at the Federal University of Rio de Janeiro. Her main interests are teacher education for additional languages and didactic approaches from a critical and decolonial perspective.</div><div><b>Nancy Drescher</b> has a Ph.D. in Applied Linguistics and is a professor of English language teaching for speakers of other languages at Minnesota State University, Mankato. She has teaching experience at the K-12 level and in university, and her research interests include teacher development, educational policy, and reflection.</div>

Interdisciplinarity - Insights into various subject areas Internationality - Contributors from 12 countries / 4 continents Application - Concrete examples of implementation for the promotion of reflection