The Integration of Biology Content Lessons in the English Curriculum through

6.2.4.Reflection stage:
Each lesson implemented had a reflection at the end. The instrument in which 
this project reflected on, is called reflection IN action. Term that makes reference to a 
reflection in which a member of the study, who in this case is the observer/participant 
researcher, takes field notes as much as possible about the development of each 
lesson while it is being implemented, not at the end, otherwise it will not be a reflection 
in action, but on action. Schön (1983). Through this type of reflection, emerged the 
possibility to increase the researchers’ professional growth in terms of solving 

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pedagogical issues faced during the implementation of the lessons. Moreover, and it 
helped the researchers to be prepared for the coming session. On these reflection 
stages, professional aspects were considered and aligned with students responses. It 
was important to evaluate if students’ reactions were the expected ones and, if not, to 
take action for the next implementation. Professional development was contemplated 
during the whole project as well as students’ responses and outcomes. Then, when the 
study was over, it was important to reflect on the positive and negative aspects 
evidenced through this process and to indicate if students’ language proficiency was 
affected positively. Notwithstanding, reflection in action was during each lesson, in order 
to interpret concerning aspects as soon as possible to be treated for the following 
lesson. This method was also important as researchers had the possibility to find out 
aspects that were not considered previously.
By carrying out this study it was expected to develop on researchers aspects 
related to classroom management, material design and effective lesson planning. These 
features that are also part of professional development were part of the reflections, 
which will be discuss further in this project.