Reflective teaching: empirical research findings and some implications for teacher education

Cornford, Ian R.

doi:10.1080/13636820200200196

Cited by 84 publications

(83 citation statements)

References 21 publications

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“…It might be that non-Western European cultures approach RP in different ways because of cultural factors. Cornford (2002) also warned that despite the large number of qualitative studies reporting the enthusiasm of teachers for engaging in reflection, there has been very little empirical research to show that RP is more effective than any other approach to teacher education. He attributed this to the lack of consensus on a definition of RP, stressing that "without adequate definition, and agreement on ideals and meanings, it becomes impossible to operationalise a paradigm and translate it into practice" (pp.…”

Section: Criticism Of Reflective Practicementioning

confidence: 99%

“…220-221). Akbari (2007) echoed Cornford's (2002) criticism, with particular reference to the field of ELT. More recently, Harvey et al (2010) made a similar observation.…”

Section: Criticism Of Reflective Practicementioning

confidence: 99%

“…Cornford (2002) and Fendler (2003), for example, remarked on the central role in RP of Western belief systems and philosophies, hence its popularity in many Anglo countries in particular. The question springs to mind of how a paradigm with such connections may be accepted by cultures holding different values and beliefs to those that underpin that of RP.…”

Section: Criticism Of Reflective Practicementioning

confidence: 99%

“…Both Cornford (2002) and Akbari (2007) have emphasised the need for empirical research into RP. Owing its existence to a break away from the positivistic effective teacher movement (Williams & Burden, 1996), the RP paradigm is essentially diametrically opposed from the empirical research tradition.…”

Section: Can Quantitative Measures Be Used To Measure Reflective Pracmentioning

confidence: 99%

“…Akbari (2007) and Cornford (2002) contended that there was a lack of empirical evidence to show the effectiveness of RP. This observation has been corroborated by more recent studies (see, e.g.…”

Section: Introductionmentioning

confidence: 99%

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Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors

Yeşilbursa¹

2013

ELT

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Although Reflective Practice is a popular approach to teacher education, there have been some recent criticisms regarding its effectiveness in students learning. Some researchers have put this down to the fact that the concept has not been operationalised, and it is thus impossible to set up empirical studies. The current study was conducted to examine the construct validity in a Turkish higher education context of a recent inventory which was designed to measure the reflective practice of teachers of English as a Foreign Language. The sample was a group of instructors (n=173) working on the English language preparatory programs of four state-run universities in Turkey. The original model suggested six factors: cognitive, meta-cognitive, critical, practical, affective and moral. The factor structure of the instrument was examined using exploratory factor analysis with SPSS 13.0, and confirmatory factor analysis with AMOS 16.0. The results of the current study showed similarity with those of the original study. Specifically, the cognitive, meta-cognitive and critical factors remained largely intact, and the affective and moral factors were not validated. However, the practical factor was reduced from 7 to 3 items. The implications of the findings are discussed.

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Section: Criticism Of Reflective Practicementioning

confidence: 99%

“…220-221). Akbari (2007) echoed Cornford's (2002) criticism, with particular reference to the field of ELT. More recently, Harvey et al (2010) made a similar observation.…”

Section: Criticism Of Reflective Practicementioning

confidence: 99%

Section: Criticism Of Reflective Practicementioning

confidence: 99%

Section: Can Quantitative Measures Be Used To Measure Reflective Pracmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors

Yeşilbursa¹

2013

ELT

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Towards a taxonomy of meaning making: A critical latent content analysis of peer‐reviewed publications in adult education.

Roessger

2019

New Horizons in Adult Education and Human Resource Development

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A recent manifest content analysis of manuscripts in leading U.S. adult education journals found a discrepancy between how often academics used meaning making language and how often practitioners and policy makers did. It was suggested this was due to the language being unhelpful to practitioner and policy makers’ work. A follow up latent content analysis of a subset of this sample was conducted to test this hypothesis and reveal authors’ intentions and meanings. Findings showed inconsistencies and contradictions in usage and no collective sense of what meaning making terms mean. A functional taxonomy of meaning construction was then proposed to broaden the language's usefulness among practitioners and further the possibilities of interdisciplinary research with scientific fields.

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An Evaluation Tool for Reflective Activities in Trades Training: Gilbert's Worthy Performance Theorem Reformulated

Roessger¹

2015

Perf. Improv.

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Despite pervasive advocacy, there is little empirical support for reflective activities' effect on performance. This has made performance‐focused professionals reluctant to incorporate reflective activities into training interventions, particularly in industries with performance standards for ensuring stakeholder welfare, such as in the building and construction trades. In this article, I present an evaluation tool based on Gilbert's worthy performance theorem for identifying how reflective activities affect performance in trades training. I first outline the requirements for constructing an effective evaluation tool for trades training and next detail the tool's structure. I conclude by discussing its potential applications and implications for research and practice.

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Reflective teaching: empirical research findings and some implications for teacher education

Cited by 84 publications

References 21 publications

Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors

Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors

Towards a taxonomy of meaning making: A critical latent content analysis of peer‐reviewed publications in adult education.

An Evaluation Tool for Reflective Activities in Trades Training: Gilbert's Worthy Performance Theorem Reformulated

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