Reflective practice for language teachers

Abstract

This article aims to observe and analyze what participants consider reflective practice, the way they place reflective practice in a real public school context and the teachers' understanding of the classroom as a social space. To achieve it, this study was supported by Schön (2000), Van Manen (1995), Dewey (1964, 1973), Contreras (2002). This article is a qualitative and interpretive research that, through a written interview with two foreign language teachers from the public teaching network of the Federal District, discusses the reflective practice in the classroom in order to understand how this practice can be exercised and what are the limitations that prevent the teacher from reflecting his own practice. Reflective practice - reflection on one's own professional practices and self-assessment for a better construction of knowledge and professional performance - is essential for the maturation of teaching practice. The teacher who is aware of the importance of reflective practice understands that only formal qualification (graduation degree) and professional knowledge are not enough to face the obstacles that run through this profession. Through the analysis and discussion of the data, the importance of reflective practice was recognized by the interviewees, but it is also recognized that it is not a simple task to put into practice since it requires a good background of practice and theory, in addition to limitations that some language teachers suffer from the direction of institutions with regard to the methodological practices used in the classroom.