Co-planning With Novice Teachers of English as a Tool for Developing Reflective Skills
Dr. Helen Sherwin

Abstract
This study explored the reflective capability of nine Hungarian teachers of English with differing levels of experience to uncover how beginner teachers can be helped to reflect more effectively. Reflective capability was explored by examining eight cognitive and metacognitive skills teachers used in their anticipatory and retrospective reflections. The beginner teachers‟ reflections were initially simpler and more descriptive than the experienced teachers‟. However, during the study they started to reflect in more complex, analytical ways, a development they attributed to co-planning lessons with an experienced practitioner. One main conclusion was that beginner teachers from traditional learning contexts such as in Hungary, may need very structured assistance in developing the strategic thinking skills underpinning reflection before effective reflection can occur. Co-planning was suggested as a framework within which such assistance could be provided.

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