Reflective teaching practices are meaningful and practical ways for administrators to support and encourage ongoing professional development among ESL teachers. Today, the global demand for English instruction has greatly surpassed the supply of qualified and experienced teachers. Many ESL teachers, therefore, can benefit significantly from continuous professional development, especially at Intensive English Programs preparing international students for higher education in the US.
Administrators can help further teacher development through the implementation of microteaching, peer observations, and surveys. These methods effectively foster professional growth by stimulating reflective inquiry, which promotes personal learning, behavior modification, and better performance. Furthermore, these practices help teachers identify classroom strengths and weaknesses, giving them an overall idea of their teaching competency. They also encourage teacher collaboration while uniting the teaching staff in a common goal of development. By implementing these methods of reflective teaching, administrators can support professional growth by providing teachers with the opportunity to become students of teaching.
","abstract_html":"<p>Reflective teaching practices are meaningful and practical ways for administrators to support and encourage ongoing professional development among ESL teachers. Today, the global demand for English instruction has greatly surpassed the supply of qualified and experienced teachers. Many ESL teachers, therefore, can benefit significantly from continuous professional development, especially at Intensive English Programs preparing international students for higher education in the US. </p> <p>Administrators can help further teacher development through the implementation of microteaching, peer observations, and surveys. These methods effectively foster professional growth by stimulating reflective inquiry, which promotes personal learning, behavior modification, and better performance. Furthermore, these practices help teachers identify classroom strengths and weaknesses, giving them an overall idea of their teaching competency. They also encourage teacher collaboration while uniting the teaching staff in a common goal of development. By implementing these methods of reflective teaching, administrators can support professional growth by providing teachers with the opportunity to become students of teaching. </p>","abstract_has_math":false,"creators":["Weston, Wesley"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Onllwyn Dixon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-18T08:00:00Z","date_published":"2015-12-18T08:00:00Z","updated_at":"2026-07-24T05:43:24Z","subjects":["Reflective Teaching","ESL","Teacher Reflection","Professional Development","English Instruction","Education","Other Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/255","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Onllwyn Dixon"]},{"key":"dc:creator","label":"Author","values":["Weston, Wesley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-12-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reflective Teaching","ESL","Teacher Reflection","Professional Development","English Instruction","Education","Other Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/255"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Reflective teaching practices are meaningful and practical ways for administrators to support and encourage ongoing professional development among ESL teachers. Today, the global demand for English instruction has greatly surpassed the supply of qualified and experienced teachers. Many ESL teachers, therefore, can benefit significantly from continuous professional development, especially at Intensive English Programs preparing international students for higher education in the US.
Administrators can help further teacher development through the implementation of microteaching, peer observations, and surveys. These methods effectively foster professional growth by stimulating reflective inquiry, which promotes personal learning, behavior modification, and better performance. Furthermore, these practices help teachers identify classroom strengths and weaknesses, giving them an overall idea of their teaching competency. They also encourage teacher collaboration while uniting the teaching staff in a common goal of development. By implementing these methods of reflective teaching, administrators can support professional growth by providing teachers with the opportunity to become students of teaching.
"]},{"key":"dc:title","label":"Title","values":["Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs"]}]}],"canonical_facts":{"dc:contributor":["Dr. Onllwyn Dixon"],"dc:creator":["Weston, Wesley"],"dc:date.available":["2015-12-17T08:00:00Z"],"dc:description.abstract":["Reflective teaching practices are meaningful and practical ways for administrators to support and encourage ongoing professional development among ESL teachers. Today, the global demand for English instruction has greatly surpassed the supply of qualified and experienced teachers. Many ESL teachers, therefore, can benefit significantly from continuous professional development, especially at Intensive English Programs preparing international students for higher education in the US.
Administrators can help further teacher development through the implementation of microteaching, peer observations, and surveys. These methods effectively foster professional growth by stimulating reflective inquiry, which promotes personal learning, behavior modification, and better performance. Furthermore, these practices help teachers identify classroom strengths and weaknesses, giving them an overall idea of their teaching competency. They also encourage teacher collaboration while uniting the teaching staff in a common goal of development. By implementing these methods of reflective teaching, administrators can support professional growth by providing teachers with the opportunity to become students of teaching.
"],"dc:identifier":["https://repository.usfca.edu/capstone/255"],"dc:subject":["Reflective Teaching","ESL","Teacher Reflection","Professional Development","English Instruction","Education","Other Teacher Education and Professional Development"],"dc:title":["Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:24Z"}