Abstract
<p>The aim of the present study was to find the reflection factors at which Iranian EFL teachers reflect on their teaching practice. To this end, 18 Iranian EFL teachers at several language institutes participated in this research. Teachers were surveyed using in-depth interview. The results of study indicated that Iranian EFL teachers were practicing four underlying factors of reflection in their teaching including: practical, cognitive, meta-cognitive, and affective factors. Obviously, the practice of reflective teaching improves the quality of teaching practice and increases students’ motivation towards language learning in classroom. The results call for paying further notice to important role of theses reflective teachers in Iranian EFL context and there is a need to raise knowledge and awareness of all language teachers of the importance of reflecting on their teaching practice.</p>
Highlights
The education of a teacher is considered as a new concept in the realm of language teaching
Five of the interview questions were about practical aspects of reflection including “Do you write about your teaching experiences in a diary or a notebook?”, “Do you talk about your classroom experiences with your colleagues and seek their advice/feedback?”, “Do you discuss practical/theoretical issues with your colleagues?”, “Do you observe other teachers’ classrooms to learn about their efficient practices?”, and Do you establish a clear set class rules and behaviors for your students to follow?”
The aim of this study was to investigate the factors at which Iranian EFL teachers reflect on their teaching practice
Summary
The education of a teacher is considered as a new concept in the realm of language teaching. One of the most significant issues in teacher education is that it enables the teachers to have a look on all skills of teaching from an expansive view in both teaching and learning leagues. To this end, reflective teaching which assesses the thoughts and behaviors of individuals has risen in importance (Akbari, Kiany, Naeeni, & Karimi Allvar, 2008). Reflective teaching is a process of thought and realization of that in the classroom based on the experience acquired in the setting (Wellington, 1991)
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