Although discussion of reflective thought in education dates back at least to Dewey (e.g. Dewey 1933), it is only since the 1980s that the term ‘reflection’ has become prominent in discussion of practitioner, including teacher, development. Within English language teacher education, reflection is often promoted as an important feature of effective practice (e.g. British Council 2015). Yet, while ‘reflection’ is frequently invoked, use of the term often lacks conceptual clarity (van Beveren et al., 2018), and we still understand relatively little about the role of reflection in (language) teacher development (Mann and Walsh 2017).

中文翻译：

---

反射

尽管对教育中反思性思维的讨论至少可以追溯到杜威（例如杜威，1933年），但是直到1980年代，“反思”一词才在包括教师，发展者在内的实践者的讨论中变得很突出。在英语教师的教育中，反思通常是有效实践的重要特征（例如，英国文化协会，2015）。然而，尽管经常使用``反思''一词，但该术语的使用通常缺乏概念上的明确性（van Beveren et al。，2018），我们对反思在（语言）教师发展中的作用仍然知之甚少（Mann and Walsh 2017） ）。