Professional Development Through Reflective Practice: A Framework for TESOL Teachers

This paper outlines a case study of the reflections two novice teaching English to speakers other languages (TESOL) teachers in South Korea through lens framework for reflecting on practice that included teachers’ philosophy, principles, theory, practice, and beyond practice. Overall, results revealed connections between their hidden aspects (philosophy, theory) both remained consistent with what was observed practices, emerged were grouped into main categories: acknowledgement teacher roles, importance students’ success.