In this article, I describe how an EFL teacher engaged in a process of reflective
practice. As she looked back on her teaching career, she explored the critical
incidents, principles, and practices that have informed her present teaching
identity. I focus on how a taped monologue narrative technique was used, and
on the rationale, practice, and outcomes of this technique. The participant
gave a post-monologue interview about her reflections on taking part in this
process, and some of her responses are included in the article. Given the positive
outcome of using this taped monologue technique, I suggest that it could be
used as part of a process of professional development and reflective practice
between trusted teaching colleagues as an alternative or in addition to peer￾observation practices

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• The taped monologue as narrative technique for reflective practice

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