References
- Aizawa, I., and J. McKinley. 2020. “EMI Challenges in Japan’s Internationalization of Higher Education.” In English-medium Instruction and the Internationalization of Universities, edited by H. Bowles, and A. C. Murphy, 27–48. Palgrave MacMillan. doi:https://doi.org/10.1007/978-3-030-47860-5_2.
- Allington, R. L. 2002. “What I’ve Learned about Effective Reading Instruction: From a Decade of Studying Exemplary Elementary Classroom Teachers.” Phi Delta Kappan 83 (10): 740–747. doi:https://doi.org/10.1177/003172170208301007.
- Anderson, J. 2020. “Key Concepts in ELT: Reflection.” ELT Journal, 1–4. doi:https://doi.org/10.1093/elt/ccaa039.
- Bauer, T. N., and B. Erdogan. 2014. “Delineating and Revising the Role of Newcomer Capital in Organizational Socialization.” Annual Review of Organizational Psychology and Organizational Behavior 1: 439–457. doi:https://doi.org/10.1146/annurev-orgpsych-031413-091251.
- Billot, J., and V. King. 2017. “The Missing Measure? Academic Identity and the Induction Process.” Higher Education Research & Development 36 (3): 612–624. doi:https://doi.org/10.1080/07294360.2017.1288705.
- Boud, D., and D. Walker. 1998. “Promoting Reflection in Professional Courses: The Challenge of Context.” Studies in Higher Education 23 (2): 191–206. doi:https://doi.org/10.1080/03075079812331380384.
- Brookes, D. 2015. “University Teachers in Japan Work under the Shadow of a Falling Ax.” The Japan Times. March 22. https://www.japantimes.co.jp/community/2015/03/22/issues/university-teachers-in-japan-work-under-the-shadow-of-a-falling-ax-2/.
- Cambridge Assessment International Education. n.d. Getting Started with Reflective Practice (Common Misconceptions). Accessed February 9, 2021. https://www.cambridge-community.org.uk/professional-development/gswrp/index.html.
- Carver, C. L., and S. Feiman-Nemser. 2009. “Using Policy to Improve Teacher Induction: Critical Elements and Missing Pieces.” Educational Policy 23 (2): 295–328. doi:https://doi.org/10.1177/0895904807310036.
- Chao, G. T. 2012. “Organizational Socialization: Background, Basics, and a Blueprint for Adjustment at Work.” In The Oxford Handbook of Organizational Psychology, edited by S. W. J. Kozlowski, Vol. 1, 579–614. Oxford University Press. doi:https://doi.org/10.1093/oxfordhb/9780199928309.013.0018.
- Clarà, M. 2015. “What is Reflection? Looking for Clarity in an Ambiguous Notion.” Journal of Teacher Education 66 (3): 261–271. doi:https://doi.org/10.1177/0022487114552028.
- Cressey, P., D. Boud, and P. Docherty. 2006. “The Emergence of Productive Reflection.” In Productive Reflection at Work: Learning for Changing Organizations, edited by D. Boud, P. Cressey, and P. Docherty, 11–26. Routledge. doi:https://doi.org/10.4324/9780203001745.
- Darling-Hammond, L., and M. W. McLaughlin. 2011. “Policies that Support Professional Development in an Era of Reform.” Phi Delta Kappan 92 (6): 81–92. doi:https://doi.org/10.1177/003172171109200622.
- Dewey, J. 1986. “How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process.” In The Later Works of John Dewey, Volume 8: 1933, edited by J. A. Boydston, 105–352. Carbondale and Edwardsville, IL: Southern Illinois University Press. (Original Work Published 1933).
- Farrell, T. S. C. 2011. “Exploring the Professional Role Identities of Experienced ESL Teachers Through Reflective Practice.” System 39 (1): 54–62. doi:https://doi.org/10.1016/j.system.2011.01.012.
- Farrell, T. S. C. 2013a. “Reflecting on ESL Teacher Expertise: A Case Study.” System 41: 1070–1082. doi:https://doi.org/10.1016/j.system.2013.10.014.
- Farrell, T. S. C. 2013b. Reflective Practice in ESL Teacher Development Groups: From Practices to Principles. Palgrave. doi:https://doi.org/10.1057/9781137317193.
- Farrell, T. S. C. 2019. “Standing on the Shoulders of Giants: Interpreting Reflective Practice in TESOL.” Iranian Journal of Language Teaching Research 7 (3, Special Issue): 1–14. http://ijltr.urmia.ac.ir/article_120733_52dc051b1cab7977e0835a09a07ff122.pdf.
- Farrell, T. S. C., and B. Kennedy. 2019. “Reflective Practice Framework for TESOL Teachers: One Teacher’s Reflective Journey.” Reflective Practice 20 (1): 1–12. doi:https://doi.org/10.1080/14623943.2018.1539657.
- Fenton-Smith, B., and M. J. Torpey. 2013. “Orienting EFL Teachers: Principles Arising from an Evaluation of an Induction Program in a Japanese University.” Language Teaching Research 17 (2): 228–250. doi:https://doi.org/10.1177/1362168813475946.
- Fook, J., S. White, and F. Gardner. 2006. “Critical Reflection: A Review of Contemporary Literature and Understandings.” In Critical Reflection in Health and Social Care, edited by S. White, J. Fook, and F. Gardner, 3–20. Berkshire, England: Open University Press.
- Freeman, D. 2016. Educating Second Language Teachers. Oxford: Oxford University Press.
- Ghaye, T. 2000. “Into the Reflective Mode: Bridging the Stagnant Moat.” Reflective Practice 1 (1): 5–9. doi:https://doi.org/10.1080/713693133.
- Glaspell, S. 1916. “Trifles.” In Writing about Literature: A Portable Guide, edited by J. E. Gardner, 87–98. Bedford/St. Martin’s. doi:https://doi.org/10.1146/annurev-orgpsych-031413-091251.
- Grushka, K., J. H. McLeod, and R. Reynolds. 2005. “Reflecting upon Reflection: Theory and Practice in One Australian University Teacher Education Program.” Reflective Practice 6 (2): 239–246. doi:https://doi.org/10.1080/14623940500106187.
- Jay, J. K., and K. L. Johnson. 2002. “Capturing Complexity: A Typology of Reflective Practice for Teacher Education.” Teaching and Teacher Education 18: 73–85. doi:https://doi.org/10.1016/S0742-051X(01)00051-8.
- Johnson, K. E., and P. R. Golombek. 2016. Mindful L2 Teacher Education. Routledge. doi:https://doi.org/10.4324/9781315641447.
- Kensington-Miller, B. 2019. “My Attention Shifted from the Material I Was Teaching to Student Learning: The Impact of a Community of Practice on Teacher Development for new International Academics.” Professional Development in Education, 1–13. doi:https://doi.org/10.1080/19415257.2019.1677746.
- Kiely, R., and M. Davis. 2010. “From Transmission to Transformation: Teacher Learning in English for Speakers of Other Languages.” Language Teaching Research 14 (3): 277–295. doi:https://doi.org/10.1177/1362168810365241.
- King, V., J. Roed, and L. Wilson. 2018. “It’s Very Different Here: Practice-Based Academic Staff Induction and Retention.” Journal of Higher Education Policy and Management 40 (5): 470–484. doi:https://doi.org/10.1080/1360080X.2018.1496516.
- Klein, H. J., and B. Polin. 2012. “Are Organizations on Board with Best Practices Onboarding?” In The Oxford Handbook of Organizational Socialization, edited by C. R. Wanberg, 267–287. Oxford University Press. doi:https://doi.org/10.1093/oxfordhb/9780199763672.013.0014.
- Klein, H. J., B. Polin, and K. Leigh Sutton. 2015. “Specific Onboarding Practices for the Socialization of New Employees.” International Journal of Selection and Assessment 23 (3): 263–283. doi:https://doi.org/10.1111/ijsa.12113.
- Larrivee, B. 2000. “Transforming Teaching Practice: Becoming the Critically Reflective Teacher.” Reflective Practice 1 (3): 293–307. doi:https://doi.org/10.1080/713693162.
- Mann, S., and S. Walsh. 2017. Reflective Practice in English Language Teaching: Research-Based Principles and Practices. Routledge. doi:https://doi.org/10.4324/9781315733395.
- Mathieson, S. 2011. “Developing Academic Agency Through Critical Reflection: A Sociocultural Approach to Academic Induction Programmes.” International Journal for Academic Development 16 (3): 243–256. doi:https://doi.org/10.1080/1360144X.2011.596730.
- Meister, D. G., and P. Ahrens. 2011. “Resisting Plateauing: Four Veteran Teachers’ Stories.” Teaching and Teacher Education 27 (4): 770–778. doi:https://doi.org/10.1016/j.tate.2011.01.002.
- Moser, E. M., and A. J. McKim. 2020. “Teacher Retention: A Relational Perspective.” Journal of Agricultural Education 61 (2): 263–275. doi:https://doi.org/10.5032/jae.2020.02263.
- Schön, D. 1987. Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
- Tinker Sachs, G. M., and B. Ho. 2011. “Using Cases in EFL/ESL Teacher Education.” Innovation in Language Learning and Teaching 5 (3): 273–289. doi:https://doi.org/10.1080/17501229.2010.537755.
- van Beveren, L., G. Roets, A. Buysse, and K. Rutten. 2018. “We All Reflect, But Why? A Systematic Review of the Purposes of Reflection in Higher Education in Social and Behavioral Sciences.” Educational Research Review 24: 1–9. doi:https://doi.org/10.1016/j.edurev.2018.01.00.
- Wicks, J. M., C. M. Greenhow, and A. J. Tyler. 2020. “Adjunct Faculty Onboarding: Is Social Media a Solution?” Community College Journal of Research and Practice 44 (7): 544–548. doi:https://doi.org/10.1080/10668926.2019.1616007.
- Yang, W. 2009. “Evaluation of Teacher Induction Practices in a US University English Language Program: Towards Useful Evaluation.” Language Teaching Research 13: 77–98. doi:https://doi.org/10.1177/1362168808095524.