Blurb:

Uştuk and Çomoğlu, in chapter five, share their study conducted on a different reflective professional development model: Lesson Study (LS). The authors describe how reflective practice helps one EFL teacher engaged in LS, by developing and improving her teaching practice. As well as providing insights on RP in LS, the chapter highlights the importance of teacher discourse in understanding teacher reflection in language teaching. Highly plausible implications are made for the use of LS in in-service teacher education context, to enable the teachers to reach higher levels of reflection.