Reflective practice in developing world contexts: a general review of literature and a specific consideration of an Iranian experience

Sangani, Hamid Rahmani; Stelma, Juup

doi:10.1080/19415257.2011.587526

Cited by 14 publications

(8 citation statements)

References 28 publications

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“…In a study with a similar theme, Keshavarzi and Fumani (2015) found no significant association between Iranian EFL teachers' interpersonal rapport and reflective practice. Sangani and Stelma (2012) attribute such findings to the "absence of a culture of openness and questioning" (p. 116). Richards and Lockhart (1994) maintain that teachers' reluctance to engage in collaborative activities has roots in the fact that they associate such activities with being evaluated.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, teachers must be sure that their identity would not be endangered. Recent studies suggest that peer collaboration is not a welcome activity among Iranian EFL teachers (Moradkhani & Shirazizadeh, ; Sangani & Stelma, ; Tajik & Ranjbar, ). It could be inferred that collaborative dimensions of reflective practice have received relatively less attention by Iranian EFL teachers, and those aspects of reflection that have an isolated nature are practiced more by Iranian reflective teachers.…”

Section: Discussionmentioning

confidence: 99%

“…According to Mustafa and Cullingford (), inappropriate teaching materials, overpopulated classrooms, huge workload, and limited expertise of teachers potentially restrict teacher autonomy. Along similar lines, centrally controlled educational systems share an important part in reducing teacher autonomy and consequently reflective practice (Hussein, ; Sangani & Stelma, ). As Akbari () asserts, decentralization of decision making in terms of content and teaching methodology acts as a fundamental prerequisite to reflective practice.…”

Section: Discussionmentioning

confidence: 99%

“…They concluded that considering reflection as “a purely rational process is too limited” and highlighted the role of “emotions and attitudes” (p. 70) in this regard. Sangani and Stelma () believe that reflective practice is shaped and influenced by a number of factors in developing countries. They highlight the role of “challenging work conditions” (p. 116), including time and financial restrictions.…”

Section: Introductionmentioning

confidence: 99%

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EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships

2019

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Concentrating on job satisfaction and five school context variables—teacher autonomy, collegial support, time pressure, student demotivation, and student discipline problems—this study explored the interplay of these variables with reflective teaching and their relative contributions to prediction of teacher reflection. Data were collected from 181 Iranian high school teachers. The results of correlational analysis revealed that all independent variables significantly correlated with teacher reflection. Strong positive relationships were found between job satisfaction, teacher autonomy, and reflective practice. Time pressure, student demotivation, and student discipline problems strongly and negatively correlated with reflective teaching. Moreover, a small positive correlation was found between supportive social climate and reflective practice. The results of multiple regression indicated that, except for supportive social climate, all independent variables made statistically significant contributions to prediction of teacher reflection. Considering the shaping influence of educational policies on correlates of teacher reflection, the findings reflect the necessity of reform in policy makers’ approach. Implying English as a foreign language (EFL) teachers’ ignorance of collaborative dimensions of reflective practice, the results call attention to the importance of preservice and in‐service teacher educational programs and the necessity of effective monitoring systems supervising public school teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships

2019

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“…Supervisors' commitment and students' trust are also highlighted in the extracts. Moreover, being stimulated by Sangani and Stelma (2012), the supervisors tended to discuss the issues based on 'empathy', 'respect', and 'honesty' which are the central points of Edge's (1992Edge's ( , 2002 cooperative development. All participants also welcomed 'non-judgmental respect' (Edge, 1992(Edge, , 2006 and decided to avoid 'disputational' talk (Mercer, 1995), which is characterized by disagreement and individualized decision-making.…”

Section: Building a Rapport And Using A Proper Mode Of Talkmentioning

confidence: 99%

An Effective Supervisory Model to Help MA English Students in the Process of Writing Their Thesis

Sangani

Bassir

Jalali

2016

Int. J. Appl. Linguist. Engl. Lit.

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Conducting a research project and writing up a thesis could be as nearly demanding as it is essential for MA students to achieve their academic goals, particularly in developing world contexts such as Iran. One main reason for this, as experienced by some of the students, is the insufficient and inefficient guidance which the students receive from their supervisors. Meanwhile, the initial review of the available documents and syllabi in our context, Iran, demonstrated that there are no transparent comprehensive guidelines recommended for the supervisor-student relationships. In order to respond to these challenges, a multiple-case study, including four cases, was designed. Each of the four cases consisted of one MA TEFL student who was guided by a supervisory team including two of the three supervisors. The team members held their consulting sessions for each student individually. Each of the students’ activities and interactions were considered and reflected on regularly by the supervisory team in order to explore the challenges the students and their supervisors encountered and then to propose responses to them. The students were regularly interviewed about the efficiency of the whole process of the supervision, particularly the suggested responses and changes, to detect its successes and failures. An ongoing thematic analysis was used to analyse the collected data. The process helped the researchers, who were also the participants, to develop a supervisory model which hopefully facilitates the process of writing an MA thesis. The findings could be immensely helpful for the syllabus designers and supervisory teams as well as MA and PhD students.Keywords: Supervisor-Student Relationship, Supervisory Model, EL Students, MA Research, Thesis Writing

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Designing a professional development program for mathematics teachers for effective use of technology in teaching

Getenet

2019

Educ Inf Technol

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Reflective practice in developing world contexts: a general review of literature and a specific consideration of an Iranian experience

Cited by 14 publications

References 28 publications

EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships

EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships

An Effective Supervisory Model to Help MA English Students in the Process of Writing Their Thesis

Designing a professional development program for mathematics teachers for effective use of technology in teaching

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