The role of gender and teaching experience in reflective thinking among Moroccan EFL teachers

Abstract

ABSTRACT In light of some of the challenges of the present day, such as the changes brought about by the COVID-19 pandemic, the needs of the 21st century, and post-method pedagogy, reflection in education has become a must rather than a luxury. Despite the attention given to this line of research, studies on reflection in Morocco are relatively scarce. Therefore, this study aims to shed light on reflective thinking among Moroccan EFL teachers. It seeks to investigate 1) whether there is any significant difference between male and female teachers in reflective thinking, and 2) whether teaching experience significantly differentiates teachers’ reflective thinking. Data was collected from 127 teachers using the Teachers’ Reflective Thinking Questionnaire. The relevant statistical tests used revealed that neither gender nor teaching experience made a difference in reflective thinking among our sample of teachers. Building on this, it is high time other factors that may affect teachers’ reflective thinking were considered. To this end, valuable implications for language teaching and teacher training in Morocco are drawn based on the results of this study including the provision of professional development opportunities to equip preservice and in-service teachers with the skills needed to become successful reflective practitioners.