Speaker
Description
This presentation explores how structured reflection can support professional growth in language teaching. Drawing on insights from Cambridge DELTA Module Two, it illustrates how guided cycles of planning, class observation, feedback, and reflection can reshape pedagogical decision making. A practical reflection model adaptable to Japanese higher education contexts will be introduced.
Abstract section 2: Contribution/research questions
This presentation examines how structured reflection within a formal teacher development program can foster greater professional awareness, anticipatory planning, and more deliberate pedagogical reasoning. The purpose is to demonstrate how guided reflective cycles can move teacher development beyond routine self-evaluation toward evidence-informed inquiry and collaborative dialogue.
Abstract section 4: Outcomes/results
Participants will gain a structured framework for implementing small-scale reflective cycles within their own institutions. The presentation will illustrate how to design lesson plans that anticipate learner difficulties, conduct focused class observation, and use guided feedback to support evidence-informed pedagogical decisions. Attendees will be introduced to a brief reflection protocol adaptable for peer observation or self-review. By the end of the session, participants will leave with practical tools, sample reflection prompts, and a replicable model to promote sustainable teacher growth and collegial dialogue in higher education settings.
Abstract section 1: Relevance
Reflective practice has been widely recognised as central to teacher development (Schön, 1983; Farrell, 2014; Mann & Walsh, 2017). However, reflection without structure may reinforce existing beliefs rather than promote growth. In many higher education contexts in Japan, professional development remains individualised or evaluation-based rather than dialogic and inquiry-driven. Structured reflection, supported by class observation and guided feedback, offers a systematic approach to linking theory and classroom practice.
Abstract section 5: References
Farrell, T. S. C. (2014). Promoting teacher reflection in second language education. Routledge.
Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching. Routledge.
Schön, D. A. (1983). The reflective practitioner. Basic Books.
Abstract section 3: Content/method
The session introduces a reflective cycle model based on lesson planning that anticipates learner difficulties, class observation, guided feedback, and written analysis. Classroom examples will illustrate how instructional decisions were examined and revised through theoretical justification and dialogic feedback. Participants will also engage in a brief guided reflection activity.
| Title | Structured Reflection: Lessons from DELTA |
|---|---|
| Teaching Context | College and university education |