Reflective Practice: A Tool for Teacher Development

Mphahlele, Lydia Kgomotso; Rampa, Seake Harry

doi:10.1080/09751122.2015.11890323

Cited by 2 publications

(1 citation statement)

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“…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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