Abstract
Abstract
Due to the complex, and often hidden, nature of reflective practice it is generally best researched through a mixed methods approach in order to provide as holistic and plausible an interpretation as possible. After a brief introduction to the origins and nature of reflective practice in the English language teaching profession, this entry provides a summary outline of five of the most commonly mixed research approaches in this field: linguistic ethnography, case study, narrative inquiry, discourse analysis, and action research. The teaching practice context is then chosen to illustrate good examples of previous mixed methods studies that have been published, with a final specific focus on teaching practice feedback as a stereotypical reflective practice in which pre‐ and in‐service teachers engage.