What is Reflective Teaching? Lessons Learned from ELT Teachers from the Philippines

Valdez, Paolo Niño; Navera, Jocelyn A. S.; Esteron, Jerico Juan

doi:10.1007/s40299-018-0368-3

Cited by 19 publications

(22 citation statements)

References 9 publications

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“…About the students' perception, the findings echo previous research on teachers' perceptions toward their reflective practices (Liu & Zhang, 2014;Valdez et al, 2018), in which all participants consider a reflection as a way to improve practice. This can be linked to the essence of reflection in which participants can evaluate their teaching and make improvements to their teaching practices (Nguyen & Ngo, 2018).…”

Section: Discussionsupporting

confidence: 75%

“…Along with the importance of reflection for teachers' professional development, reflections should be a part of teachers' routines. According to Valdez et al (2018), reflection can be viewed as an essential component for effective teaching. It is also a tool for enhancing teachers' teaching expertise (Cirocki & Farrell, 2017).…”

mentioning

confidence: 99%

“…In line with the importance of reflective practice, there has been abundant research related to reflective practice in various contexts such as in English language teaching (Cirocki & Widodo, 2019;Lee, 2008;Valdez et al, 2018), teaching English to speakers of other languages (Eickhoff & De Costa, 2018;Farrell, 2016;Nguyen & Ngo, 2018), and in English as a foreign language (Cirocki & Farrelly, 2016;Fakazli & Kuru Gönen, 2017;Rozimela & Tiarina, 2018;Uştuk & De Costa, 2020). In an EFL context like Indonesia, for example, being professional is one expectation for being teachers in the 21 st century (Norahmi, 2017).…”

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confidence: 99%

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Students’ reflections in teaching practicum: A case study of EFL pre-service teachers

Riyanti

2020

J. Eng. Foreign. Lang.

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The importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, little is known about how EFL pre-service teachers do reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a qualitative case study, the study involved six teacher candidates who were taking microteaching. The data were gathered from an open-ended questionnaire made by the author, journal writing, participants' analysis on the videos of their teaching performances, and an interview with each participant. To triangulate the data, classroom observations and document analysis were also conducted. The obtained data were analyzed thematically based on emerging themes. The findings show that the participants did reflections in different stages of their teaching performances, reflecting on the surface level. In terms of how they view a reflection, the research participants perceive a reflection as a good practice because it gives them opportunities to look back and scrutinize what they did during their teaching practicum.

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Section: Discussionsupporting

confidence: 75%

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confidence: 99%

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Students’ reflections in teaching practicum: A case study of EFL pre-service teachers

Riyanti

2020

J. Eng. Foreign. Lang.

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“…Teaching and learning always have some potential for growth and improvement (Brookfield, 2017). By reflecting on their teaching practices, teachers can consider different aspects of their teaching and their students' learning, better understand their teaching contexts, examine and reflect on whether their teaching strategies work as intended, and consider alternative methods and ways of teaching (Farrell, 2008;Holly, 1989;Larrivee, 2005;Liu & Zhang, 2014;Valdez et al, 2018). As a result, teachers' reflections can create better educational environments for students (Kheirzadeh, 2018) and positively affect students' achievement levels (Kheirzadeh, 2018;Sanders, 2000).…”

Section: Introductionmentioning

confidence: 99%

Preservice music teachers in Korea and their collaborative reflection with peers

Shin

2021

International Journal of Music Education

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Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.

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“…The growing demand for professionals equipped with excellent English language skills is a priority among educational institutions. Studies show that a range of strategies from curricular innovations, technology integration, and stakeholder involvement is deemed critical in developing graduates fit for the workplace (Valdez et al, 2018;Widodo et al, 2017). Moreover, since educational institutions are responsible for inculcating favorable values among their learners, course designers are tasked to create courses that integrate global issues and competencies for specific skill areas.…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking and Collaboration: Reflections from Students’ Experience in a College Communication Course in the Philippines

Aileen¹,

Lim²

2021

The Journal of AsiaTEFL

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What is Reflective Teaching? Lessons Learned from ELT Teachers from the Philippines

Cited by 19 publications

References 9 publications

Students’ reflections in teaching practicum: A case study of EFL pre-service teachers

Students’ reflections in teaching practicum: A case study of EFL pre-service teachers

Preservice music teachers in Korea and their collaborative reflection with peers

Critical Thinking and Collaboration: Reflections from Students’ Experience in a College Communication Course in the Philippines

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