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Reflective Development through the Care Model

Empowering Teachers of English as a Foreign Language

The capacity to reflect – individually and with others – is considered valuable in teacher professional development internationally. In the field of Teaching English as a Second or Foreign Language, reflective practice has been deemed to be a precious tool at the pre-service level and in the ongoing development of teachers. Despite the importance of teacher reflection, the field of Teaching English as a Foreign Language in Higher Education has tended to overlook this topic and especially its collaborative and emotional elements. This book proposes a new and practical model for engaging teachers in transformational learning through an ‘emotionalized’ version of reflection. More specifically, the Collaborative, Appreciative, Reflective Enquiry (CARE) model represents a guide for teachers who wish to engage in reflective practice alone and with others in an appreciative context. As such, this book will be invaluable to in-service language teachers and teacher educators who are committed to realizing their potential as educators and human beings through growth that only emancipatory reflection and positive emotionality can bring.

Journal of Language and Linguistic Studies, 3 (1): 168-181 Arkoudis, S. (2003) Teaching English as a second language in ... XVII (3): 374-384 Baets, W. (2006) Complexity, learning and organisations: A quantum interpretation of business.