Iranian EFL teachers’ reflective ability, their teaching experience, and learners’ motivation: exploring possible relationships

Rezapour, Nesa; Fazilatfar, Ali Mohammad

doi:10.1080/14623943.2022.2143341

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…Through reflection, ELT instructors can also disclose the tacit theoretical sources of their practice, analyze and evaluate their current teaching, and make changes for their following classes (Pacheco, 2005). Yang (2009) believes that it improves critical thinking skills; Graus et al (2022) and Korthagen (2004) claim that it is a method to help teachers investigate their professional identity; and Bolton and Delderfield (2018) state that it improves the reflexive analysis of instructional settings and boosts students' motivation (Rezapour & Fazilatfar, 2023). Mphahlele and Rampa (2015) state that reflective practice is a solution to increase professional confidence and expertise, and McAlpine et al (2004) state that it is a reliable instrument for formative evaluation.…”

Section: Introductionmentioning

confidence: 99%

Hizmet-içi Öğretmenlere Yönelik Yansıtmalı Hibrit Mesleki Eğitim

KAYA,

ADIGÜZEL

2023

Boğaziçi Üniversitesi Eğitim Dergisi

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This qualitative case study aims to analyze how an E-Reflective Teaching and Learning Hybrid course is experienced by in-service English language instructors in terms of particular teaching skills, perception, and practice of reflection at the tertiary level. The implementation and evaluation stages of this course involved two different data sources (instructors’ opinions and recorded lessons) and six data collection tools (interviews, discussion forum questions, trainer’s reflection forms, instructors’ reaction forms, instructors’ reflection forms, and peer observation forms). The findings showed this course made a noticeable difference in the participants’ target teaching skills and the understanding and skill of reflection. This study sets itself up as a model for trainers and instructors who aim to improve themselves through reflective practice.

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Section: Introductionmentioning

confidence: 99%

Hizmet-içi Öğretmenlere Yönelik Yansıtmalı Hibrit Mesleki Eğitim

KAYA,

ADIGÜZEL

2023

Boğaziçi Üniversitesi Eğitim Dergisi

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Reflective teaching in Ethiopian secondary schools: examining teachers’ characteristics and engagement

Asmare,

Yimer,

Mesfin Molla

2024

Reflective Practice

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Reflective Teaching as an Agent of Reform in Teacher Education: Inhibitors, Motivators, and Tools

Zarrabi,

Mohammadi

2024

International Journal of Educational Reform

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This mixed-methods study examines the status of reflective practice among language teachers, identifies barriers to implementing reflective practice, and explores motivators that can address these issues. The study also investigates the discrepancies between teachers’ perceptions of reflection and their practice. To this aim, the perception of 190 English teachers’ reflective practice was examined via an inventory. An interview with 124 teachers also scrutinized the inhibitors, motivators, attitudes, and reflective tools teachers adopt. Nine highly reflective teachers’ classes were further observed to investigate their reflection in action. The results indicated that their reflection was above medium, the attitude toward reflective practice was positive, and only a little match was found in their perception and classroom practices. They listed inhibitors and motivators, and observation was their favorite reflection tool. The findings underscored the significance of reflective practice in providing reform in teacher education.

show abstract

Iranian EFL teachers’ reflective ability, their teaching experience, and learners’ motivation: exploring possible relationships

Cited by 3 publications

References 33 publications

Hizmet-içi Öğretmenlere Yönelik Yansıtmalı Hibrit Mesleki Eğitim

Hizmet-içi Öğretmenlere Yönelik Yansıtmalı Hibrit Mesleki Eğitim

Reflective teaching in Ethiopian secondary schools: examining teachers’ characteristics and engagement

Reflective Teaching as an Agent of Reform in Teacher Education: Inhibitors, Motivators, and Tools

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