Reflective Teaching and Professional Development of Young College English Teachers—From the Perspective of Constructivism

Abstract

In recent years, young college English teachers' professional development has become a core issue. The traditional training of young teachers ignored the empirical, experiencing and diversifying nature of language teachers' professional development. From the perspective of constructivism, this paper elaborates the impacts of teaching reflection on young college English teachers and highlights four effective methods and strategies to carry out reflective teaching.