English Language Teachers’ Reflective Practices for Understanding Their Teaching Processes (original) (raw)
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TEACHERS AS REFLECTIVE PRACTITIONERS: A SURVEY ON IRANIAN ENGLISH TEACHERS' REFLECTIVE PRACTICE
The Journal of Teaching Language Skills (JTLS), 2016
Reflective teaching, which has gained the status of an integral element of teacher pedagogy, is still an elusive concept, probably because it is merely attainable when teachers are provided with opportunities for building professional knowledge and for showing reflective teaching practices. The present study aimed at examining the English language teachers' perception of their level of reflection and the way their perceptions were realized in practice. Adopting a multi-method design, the study was conducted in two phases. In the first phase, data were elicited form 60 EFL teachers using a questionnaire (Akbari, Behzadpoor & Dadvand, 2010). In the second phase, six teachers were randomly selected from among the surveyed teachers and their teaching practices were observed. The record of the observations was, then, analyzed using the seating chart technique to find patterns in the observed teachers' questioning practice as a sign of their degree of reflectivity. The results revealed a relatively low level of reflection with the teachers under study tending to rely more on their own rationality in teaching. It is argued that for teachers to develop desirable levels of pedagogic integrity, they should involve themselves more in exploring their students' learning styles and critical aspects of the teaching context.
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 (
Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives
VELES: Voices of English Language Education Society
The role of reflection in enhancing teacher professional development and its impact on the quality of education is widely recognized. By reflecting on their teaching practices, teachers can make more informed decisions when planning, implementing, and evaluating their teaching activities. This study aims to identify the inhibitory factors that prevent EFL teachers from engaging in reflective teaching practices. The study utilized the Inhibitors to EFL Teachers' Reflective Teaching Questionnaire (IETRTQ) to gather data from 97 English teachers in junior high schools in East Manggarai regency, East Nusa Tenggara province, Indonesia. The data were analyzed using SPSS software to assess the level of agreement among participants regarding the inhibiting elements of reflective teaching practices in their teaching activities. The findings suggest that the teachers had a moderate awareness of the inhibitory factors that hinder their reflective teaching practices, with 69 teachers (71.13...
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.
English Language Teaching, 2013
Although Reflective Practice is a popular approach to teacher education, there have been some recent criticisms regarding its effectiveness in students learning. Some researchers have put this down to the fact that the concept has not been operationalised, and it is thus impossible to set up empirical studies. The current study was conducted to examine the construct validity in a Turkish higher education context of a recent inventory which was designed to measure the reflective practice of teachers of English as a Foreign Language. The sample was a group of instructors (n=173) working on the English language preparatory programs of four state-run universities in Turkey. The original model suggested six factors: cognitive, meta-cognitive, critical, practical, affective and moral. The factor structure of the instrument was examined using exploratory factor analysis with SPSS 13.0, and confirmatory factor analysis with AMOS 16.0. The results of the current study showed similarity with those of the original study. Specifically, the cognitive, meta-cognitive and critical factors remained largely intact, and the affective and moral factors were not validated. However, the practical factor was reduced from 7 to 3 items. The implications of the findings are discussed.
2010
Abstract: Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they incorporate in their training, which can have implications related to the perceived worth of reflective practice. This quantitative study describes the responses of 90 final-year ELT student teachers and eight of their trainers at Sultan Qaboos University in the Sultanate of Oman, to a survey about the roles, approaches and strategies used to help the student teachers to reflect on their teaching. The results show that while the trainers have helped their student teachers to develop as reflective teachers, there are certain practices and aspects adopted by the trainers that need to be reconsidered, as they can have negative implicati...
Interest in language teacher reflection has grown massively after the emergence of postmethod era. This study aims to explore the potential associations between teacher reflectiveness and experience among EFL teachers. To this end, a standard English Language Teaching Reflection Inventory (ELTRI) was employed to measure the reflectiveness of 179 English language teachers. The results revealed that there is a negative correlation between teaching experience of teachers and their reflectiveness that is aligned with the tacit claims of Cognitive Consistency Theories, specifically Congruity Theory. It is suggested that as teachers grow more experienced, they tend to become more stabilized in their instructional praxis. The findings of this study bear important implications for those who are in the realm of teaching in general and language teaching in particular.
Training English Language Student Teachers to Become Reflective Teachers
Australian Journal of Teacher Education, 2010
Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they incorporate in their training, which can have implications related to the perceived worth of reflective practice. This quantitative study describes the responses of 90 final year ELT student teachers and eight of their trainers at Sultan Qaboos University in the Sultanate of Oman, to a survey about the roles, approaches and strategies used to help the student teachers to reflect on their teaching. The results show that while the trainers have helped their student teachers to develop as reflective teachers, there are certain practices and aspects adopted by the trainers that need to be reconsidered, as they can have negative implications for teacher preparation. [Author abstract, ed]