• Dr. B. Samrajya Lakshmi

The principal aim of this study is to examine how reflective practice enables ESL teachers to make sense of their professional worlds as well as make significant and worthwhile change within themselves and in their teaching practices. This researcher gathered qualitative data about their reflective practices from multiple resources (namely, questionnaire survey, journal entries of the subjects, transcripts of video recordings of lessons and self-feedback entries, transcripts of peer observation of lessons, and post-reflection discussions). The data were subjected to content analysis. This paper examines the obstacles in the way of effective ESL teacher education in India and finds a possible way forward in the Reflective Approach. The post reflection discussion shows that the teacher believes in reflection as it provides an opportunity to observe classroom practices thoroughly and in turn modifies the teacher’s performance. Reflective practice through journal writing is thus found to be an effective means for teacher’s self – appraisal and learning.

reflective practice, Journal writing, feed back, classroom practice, teacher –learning

"Professional Development through Self Appraisal-A Case Study", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 4, page no.663-673, April-2019, Available :http://www.jetir.org/papers/JETIR1904G05.pdf

"Professional Development through Self Appraisal-A Case Study", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 4, page no. pp663-673, April-2019, Available at : http://www.jetir.org/papers/JETIR1904G05.pdf