Empowering Teachers through Core Reflection : A Case in Korea

Abstract

This study explored the reflection process of secondary in-service English teachers during a graduate course. In particular, the study aimed to examine the type of reflection the teachers are engaged in as they strive toward experiencing core reflection. In addition, the restricting and contributing factors during the process of reflection were also looked into. A total of 17 in-service secondary English teachers participated in this study. The data were collected from class observations, group discussions, reflective presentations, and interviews. The results of the study showed that they struggled at first due to many restricting factors such as lack of training to conduct structured reflections and ongoing administrative concerns. As they progressed and focused on a particular question that triggered further reflection, they were able to collaboratively reflect on a shared theme. This enabled them to confront their long-term difficulties and finally move forward. The implication of the study points out the importance of proper training to conduct effective reflection on a regular basis and the efforts to provide programs that focus on helping teachers to redefine imported theories and methods so that they can appropriately apply them in their classrooms.

Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience

“…This "reinterpreting" task can help the pre-service teachers to go through the necessary process to reflect on how to transform ESL theories for the EFL context. The process may include becoming aware of the gaps in their understanding of the theories and methods as well as questioning their knowledge of the current demands in the national curriculum (Yin 2018). This reflection can allow the pre-service teachers to gain a deeper understanding of the concepts in addition to evaluating their applicability in the EFL classrooms.…”

Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions

“…Kiral, 2020;Melenyzer, 1990, Short, 1992Wilcoxen et al, 2019). There are also literature review studies (Akcakaya, 2004;Conger & Kanungo, 1988;Foster, 1990;Kiral, 2019;Thomas & Velthouse, 1990); however, there have been few qualitative studies on teacher empowerment (Cetin & Kiral, 2018;Yin, 2018). For this reason, it is thought that this study will provide a profound perspective to the literature in the light of its qualitative findings and will guide school principals.…”

Exploring the Teacher Empowerment Strategies of School Heads at Secondary Level in Punjab, Pakistan

“…Most of the quantitative studies are found in the literature on teacher empowerment (Avidov-Ungar & Arviv-Elyashiv, 2018; Celik & Konan, 2020;Ganiban et al, 2019;Kiral, 2020;Melenyzer, 1990, Short, 1992Wilcoxen et al, 2019). However, limited studies conducted on teacher empowerment by using qualitative research design in the literature (Cetin & Kiral, 2018;Yin, 2018).…”