@article{oai:nagasaki-u.repo.nii.ac.jp:00001880,
 author = {Conway, Jesse},
 journal = {長崎大学言語教育研究センター論集, Journal of Center for Language Studies Nagasaki University},
 month = {Mar},
 note = {Instructors strive for continual professional development (PD) throughout their careers but may only have the ability to engage in focused PD irregularly due to factors such as time, funding, or their teaching environment. Reflective teaching practices are tools which can be deployed according to an instructor's schedule, have little to no barriers to entry, and are adaptable to various situations. This 
exploratory pilot study sought to identify Center for Language Studies (CLS) instructors' impressions about the ease of use and understanding of two practices: self-observation and peer observation. Feedback 
gathered through a questionnaire containing open and closed Likertscaled items indicated that instructors found both practices easy to use and understand. Further comments elucidated participants' affective reactions to engaging in the practices. These reactions were mixed and provided valuable insight regarding foci of future iterations of the study. Taken together, these results indicated that there may be value in further introduction of reflective practices to instructors at the CLS, but due to the low sample size (N=4) in this study, any results should be interpreted with caution., 長崎大学言語教育研究センター論集, 7, pp.15-30; 2019},
 pages = {15--30},
 title = {Introducing Reflective Teaching Practices for Center for Language Studies Instructors: A Preliminary Study},
 volume = {7},
 year = {2019}
}