Iranian teachers’ reflective teaching practice in relation to self-efficacy perceptions: investigating teachers’ discipline

Kurosh, Shabnam; Yousefi, Mohammad Hossein; Kashef, Seyyed Hossein

doi:10.1080/14623943.2020.1748591

Cited by 8 publications

(4 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study found that the reliability of ELTRI tends to be high in samples with low teaching experience. From a theoretical perspective, studies using ELTRI often include comparisons between novice and experienced EFL teachers (Kalantari & Kolahi, 2017) and have found a relationship between reflective teaching as measured by ELTRI and "the continuity of experience" (Kurosh et al, 2020). The findings of the present study strengthen the rationale for considering a sample group based on teaching experience.…”

Section: Discussionsupporting

confidence: 66%

“…To explain the procedure for implementing the alpha coefficient meta-analysis, the researcher presents an empirical illustration using the English Teaching Reflection Inventory (ELTRI; Akbari et al, 2010), a foundational instrument for measuring English teachers' reflective teaching. Reflective teaching practice is a recurring theme in teachers' professional development and education (Kurosh et al, 2020). This instrument contains 29 items that measure teacher reflection in a particular ELT context.…”

Section: Empirical Illustration Using Eltri: Coding Strategymentioning

confidence: 99%

See 1 more Smart Citation

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Hayat

2024

JCT

View full text Add to dashboard Cite

Cronbach’s alpha is a reliability coefficient commonly reported in second language (L2) and English language teaching (ELT) studies. The alpha coefficient provides information on the internal consistency of a measuring instrument. The reported alpha coefficients are obtained from, and apply only to, the research sample. However, the estimation of the alpha coefficient for the population has not received the attention of L2 and ELT researchers. This study aims to provide an overview of the alpha coefficient estimation procedure of a measuring instrument for a population with the reliability generalization method, commonly known as alpha coefficient meta-analysis. An example alpha coefficient meta-analysis study—using empirical data of the 29-item English Language Teaching Reflection Inventory (ELTRI) from 27 independent study samples—was conducted to provide an overview of the procedure for applying the method and the information that needs to be reported from the results of the analysis. The results of the study using a random-effect model show that the population alpha of ELTRI was 0.872, indicating excellent reliability; this is followed by application of a mixed-effect model that shows that article type and means of teaching experience significantly impacted ELTRI reliability. Implications for future research are discussed.

show abstract

Section: Discussionsupporting

confidence: 66%

Section: Empirical Illustration Using Eltri: Coding Strategymentioning

confidence: 99%

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Hayat

2024

JCT

View full text Add to dashboard Cite

show abstract

“…Baleghizadeh and Shakouri (2017) explored the significant relationship between university English language instructors’ SE and their teaching styles in the Iranian context. Kurosh et al (2020) revealed that language teachers’ SE is related to their reflective teaching, though this relationship was not found among teachers of other academic disciplines. Ghonsooly and Ghanizadeh (2013) concluded that EFL teachers’ SE is related to their self-regulation, which influences TE.…”

Section: Literature Review and Hypothesesmentioning

confidence: 87%

Exploring the Interplay of Trait Emotional Intelligence and ESL Teacher Effectiveness: Is Self-Efficacy the Mechanism Linking Them?

et al. 2021

View full text Add to dashboard Cite

This study investigated the influence of trait emotional intelligence (EI) and self-efficacy (SE) on English as a Second Language (ESL) teachers’ effectiveness (TE). The study also explored the mediating role of teacher self-efficacy in augmenting the relationship between trait EI and teacher effectiveness. We adopted a quantitative survey design involving both public and private sector higher education institutions (HEIs) of Pakistan. The participants ( N = 243 ESL teachers) were selected via convenience sampling. Data were analyzed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) via SmartPLS3 software. Analysis through standard bootstrapping procedure resulted in direct and indirect (mediation analysis) path coefficients. Trait EI predicted ESL teachers’ effectiveness and self-efficacy. However, teacher self-efficacy was found to be more important as it revealed a larger effect on teacher effectiveness than trait EI and also mediated the relationship between trait EI and teacher effectiveness. The findings support previous research that positions emotional intelligence at the core of teaching effectiveness and has highlighted the predominant role that self-efficacy can play in strengthening this relationship. This study is significant as it underscored the importance of trait EI and self-efficacy in facilitating teacher effectiveness at the tertiary level. Implications and directions for future research are discussed.

show abstract

“…Reflective practice has gained prominence in teaching and learning around the world these days (Farrell, 2008(Farrell, , 2012(Farrell, , 2013(Farrell, , 2015(Farrell, , 2018a(Farrell, , 2021Gadbury-Amyot et al, 2019;Gün, 2011;Kurosh, et al, 2020). It has been claimed that teachers in higher education should promote reflection since experience does not guarantee reflection (Kagan, 1992).…”

Section: Introductionmentioning

confidence: 99%

How does an online writing for publication group promote reflective practice? Voices from two EFL lecturers

Kholili¹,

Lubis

2022

ELTF

View full text Add to dashboard Cite

Reflective practice has been a prominent issue on English language teaching since it involves a deliberate action to improve one’s professional knowledge, skills, and awareness. One way to encourage reflective practice for EFL teachers is to form an online academic group. The current study examines how the discussion in an online academic writing for publication group promotes reflective thinking. This study involved two EFL teachers who participated and learned academic writing in a weekly online meeting on WhatsApp to reflect on their study. The online group discussion was recorded and coded according to the topics they talked about in the group. The topics served as a measure of critical reflectivity. Findings indicated that the EFL teachers talked over and studied academic writing in terms of how to prepare an eligible manuscript for international publication. They also discussed the problems or issues they encountered during writing a research article for publication. The issues were concerned with the research topics, writing an introduction section, difficulties in reporting the research method and procedure, and the use of academic words in their writing, to mention a few. Those issues have an implication to the difficulty in preparing an eligible manuscript and in publishing their articles This study calls for further initiations to develop reflective practice of Indonesian EFL lecturers through a series of intensive academic writing for publication purposes workshops. The foci of the workshops can address the issues on developing each section of the research article or selecting academic words suitable for writing the paper so that the process of undergoing the international publication can be less demanding.

show abstract

Iranian teachers’ reflective teaching practice in relation to self-efficacy perceptions: investigating teachers’ discipline

Cited by 8 publications

References 38 publications

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Exploring the Interplay of Trait Emotional Intelligence and ESL Teacher Effectiveness: Is Self-Efficacy the Mechanism Linking Them?

How does an online writing for publication group promote reflective practice? Voices from two EFL lecturers

Contact Info

Product

Resources

About