• Dr. B. Samrajya Lakshmi

More research needs to be conducted in the area of reflective practice in order to “validate” it as a legitimate and reliable means of professional development for teachers in general and ESL teachers in particular. Such research may include an evaluation of the prevailing approaches in teacher education. This paper focuses on one such teacher where six college-level teachers of English who were committed to improving their classroom practice set about the task of reflecting on themselves and their teaching. The reflection led to a series of processes. They found themselves gaining a deeper understanding of several classroom issues, and developed, because of the understanding, alternative conceptions of teaching and alternative instructional practices. This led them to try out the alternative ideas in their classrooms and they found the experience empowering and transformative in their personal growth and professional development. Observing this transformative process over a period of a year and a half from the records the teachers have maintained with remarkable perseverance and from the discussions she has had with them, this researcher has drawn some conclusions which have significant implications for ESL teacher learning.

Journal writing, peer observation, Professional Development, Reflective Practice, video recording.

"INNOVATIVE METHODS FOR ENGLISH LANGUAGE TEACHING", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 4, page no.1-7, April-2019, Available :http://www.jetir.org/papers/JETIR1904701.pdf

"INNOVATIVE METHODS FOR ENGLISH LANGUAGE TEACHING", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 4, page no. pp1-7, April-2019, Available at : http://www.jetir.org/papers/JETIR1904701.pdf