This paper examined the importance of reflective practice in language teacher education through a case study of a Korean language teacher. The purpose of this study was to reconsider the significance of reflection in teaching practice because the reflective practice is commonly known for teacher education but is often ignored in teacher education programs. This study was conducted in mid-eastern Korean community school where small number of classes are offered due to the limited school budget. The results of reflection were discussed around following three themes: (1) Gaps between theory and practice, (2) Attention to institutional context, (3) Lack of knowledge. These results can contribute to understanding the significance of reflective practice for language teachers and developing effective ways to enhance reflective practice in language teacher education programs.
I. Introduction
II. Literature Review Related to Reflection
III. Methodology
IV. Discussion
V. Implications for the Language Teacher Education
VI. Conclusion
Works Cited