Chilean English Language Teachers Transforming Their Beliefs and Practices Through Reflection (original) (raw)
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This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives—the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach fo...
Reflective Teaching Practices of English Language Teachers: A Critical Review
This study has been meticulously designed to portray English language teachers’ reflective practice which is known as a strong pillar of continuing professional development. To that end, full-length research articles published between 2009 and 2019 in esteemed journals across the globe in the discipline of foreign language studies were identified and incorporated into the analysis according to eligibility criteria. This review revealed the current trends in reflective practice by generating themes. Hence, content analysis method was utilized. Finally, it was discovered that studies majorly handled reflective practices of in-service teachers through qualitative methods rather than discussing the cases of prospective teachers as research group. Moreover, findings of this analysis would indicate that ‘raising awareness towards teacher education through reflective practice’ was the most researched aspect of reflective teaching, and strong liaisons must be maintained between pre-service and in-service teacher education. This principled review also offered some suggestions for further directions.
This paper reports on an action research study conducted in 2015 with 5 in-service English language teachers from an ELT undergraduate programme of a university in the central part of Mexico over a period of 9 weeks by means of 2 video recorded classroom observations and different spaces for professional dialogue (a focus group, one on one feedback discussions and personal interviews). Overall, the study revealed that teachers have the ability to be critically reflective about their teaching given the appropriate conditions which Reflective Practice (RP) necessitates such as opportunity, time, and assistance from others, often lacking in everyday teaching scenarios, traditional evaluative classroom observations and conventional teacher education programmes. Hence, by challenging the ‘status quo’ of classroom observations in this context, the RP processes carried out helped teachers understand and reconstruct their teaching knowledge especially in terms of students’ responses to their instructional decisions and the impact this had on how their classes unfolded. It promoted an alternative way to fulfil the goal of teacher development, not through a ‘transmission’ model of education but through a process in which teachers learn and continue to develop their skill in dialogue within a professional community (Johnson 2006; Mann 2005; Slimani-Rolls and Kiely 2014).
English Language Teachers’ Reflective Practices for Understanding Their Teaching Processes
2016
This study aims to explore English Language teachers’ self-ratings of their use of reflective practices in the language classroom. The participants are teachers who are currently teaching English in the state schools in the Mugla province of Turkey at levels ranging from primary to high school. It is a descriptive study and The English Language Teaching Reflection Inventory (ELTRI) developed by Akbari, Behzadpoor, and Dadvand (2010) was used to gather data for the study. The results showed that English teachers who participated in the present study are actively engaged in reflective teaching. The results also indicated that English teachers mostly reflect on the learner and meta-cognitive components when compared with other dimensions in the questionnaire. It can be concluded that those aspects of reflective teaching that each teacher pays the closest attention to are those that are also the most visible in their teaching practice.
The purpose of this study is to bring reflective teaching to the attention of practising language instructors at tertiary level. With four English instructors a reflective development program was implemented, interviews were held, and action research studies were conducted. The data findings show that instructors' attitudes towards teaching mostly changed as they began to consider their own teaching much more critically. Results of the interviews reveal that these instructors gained more awareness of such issues as increasing motivation, lesson planning, making adaptations to courses, doing classroom research, reflecting on the lesson, and collaborating with colleagues. In action research studies the instructors specifically focused on motivating the learners, updating their own English knowledge, considering students' language level, and using the target language in classes. The results of action research studies indicate that English language teachers need to reflect in/on teaching in order to get advanced professionally. This study can set an example for other educational institutions to organize a similar programme for their language teachers' continuing professional development.
Reflective Practices of English Teachers
International Journal of English Literature and Social Sciences
Reflective teachers are effective teachers. With this notion, teachers have to practice reflective teaching inside their classes to emphasize that they are effective teachers. Since teachers' practices are not always expected to be reflective, this study discovered the junior high school English teachers' reflective teaching practices. It further investigated their reflective teaching practices through the help of their principals and students. This study is quantitative in nature. The findings revealed the English teachers' level of reflection, and their teaching practices. In-service English teachers need to undergo self-reflection to know more of themselves as teachers and to base modifications of classroom procedures. The school administration may conduct in-service training on reflective teaching practices since these in-service English teachers do not have any seminar-workshops on reflective teaching to develop themselves in their reflective teaching practices. Keywords-reflective teaching, teaching practices, inservice teachers, students, principals, quantitative study. I. INTRODUCTION The Philippines is part of United Nations Educational, Scientific, and Cultural Organization (UNESCO). This organization structured National Education for All (EFA) to accomplish the predetermined goals. One of the goals is to improve all aspects in quality education and ensure excellence so that learning outcomes are achieved by all specifically literacy, numeracy and essential life skills.Due to the country's unmet targets, Philippine EFA 2015 produces a National Plan of Action. In order to attain the sixth goal which is to achieve quality teaching, teachers have to promote practice of high quality teaching (
2019
This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives-the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach for the endorsement of reflection, and thus, setting milestones for the enhancement of effective professional development for language teachers in educational communities such as in Colombia as well as overseas.