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ISSN 2231-2935
Research Article
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Department of ELT, College of Literature and Humanities, Kermanshah Branch, Islamic Azad University,
Kerman-shah, Iran
Department of ELT, College of Literature and Humanities, Kermanshah Science and Research Branch, Islamic Azad
University, Kermanshah, Iran
2
Department of ELT, College of Literature and Humanities, Kermanshah Branch, Islamic Azad University,
Kerman-shah, Iran
ABSTRACT
The motive behind the study is to explore the reflective teaching practices among EFL (English as foreign language)
teachers in a tertiary education context. The present study consisted of two parts. For the quantitative part, a
questionnaire was employed to collect the necessary data regarding the participants (n=40) reflective teaching. Ttest analyses showed that there was a meaningful relationship between participants amount of reflection and
their teaching experiences. For the qualitative part, 6 EFL teachers who were randomly selected from the original
sample of 40 teachers took part in a semi-structure interview. Results revealed that, all participants were aware of
reflective teaching, and they practiced reflective teaching before, during, and after their teaching.
Keywords Awareness; EFL Learners; Reflective Teaching; Teaching Experience.
INTRODUCTION
Reflective teaching has been one of the important
trends in education since it helps teachers and learners
in problem solving and decision-making processes and
it fosters critical-thinking abilities. Reflective teaching
means looking at what teachers do in the classroom,
thinking about why they do it and thinking about if it
works before, during, and after their class. In other
words, it is a process of self-observation and selfevaluation.
The first two influential researchers who investigated
the concept of reflection in their studies were John
Dewey (1933, 1993) and Schon (1983, 1987 & 1991).
Dewey considered reflection as an action which was
based on the active, persistent and careful consideration of any belief or supposed from of knowledge with
regard to the grounds that support it (cited in Akbari
et al., 2010, p. 212). The definition of reflection by
Dewey set the background for Schon to propose three
different kinds of reflection as reflection about action,
reflection in action, and reflection on action.
Reflective practice is utilized at the pre-service and inservice levels of teaching too. The two aspects of reflective practice are coaching and peer involvement,
which seen most often at the pre-service level. In a
Ojanens (1993) study of how student teachers develop
the skills inevitable for reflective teaching during their
* Corresponding Author
Majid Farahian
farahian@iauksh.ac.ir
261
2. Instruments
1. What is the relationship between Iranian EFL teachers teaching experiences and their amount of reflection?
2. How much the participants are aware of the effect
of the reflection on their teaching and professional
development?
METHOD
The design of the research was both qualitative and
quantitative since both a test and an interview were
employed.
The participants were asked to answer the ELTRI questionnaire. As the next step, an interview was also held
in which six participants were required to answer a total
of 10 questions. All the instructors who voluntari-ly took
part in the study had taught several courses in a college
in Kermanshah, a city in west of Iran. They ac-cepted to
answer the questions at the school and felt free to add
any comments and express their ideas freely.
1. Participants
In the quantitative phase, 40 English teachers (10 RESULTS
males and 30 females) teaching in different language
Therefore, to find whether there is any relationship
institutes of Kermanshah were the available sample in
between participants reflection and their teaching
this study. These participants hold M.A or B.A degrees experience, the researchers decided to consider the
in English Language Teaching(ELT), English translation mean of participants teaching experiences as a scale
or English literature. The Participants for the qualita- for defining more or less experienced teachers.
tive phase consisted of 6 English teachers 3 with M.A
degrees and 3 with B.A degrees, who were randomly
Table 1: Means for Two Groups of Participants Based on Their Teaching Experiences
VAR0000
Mea
1.00
20
2.00
20
3.400
0
9.450
0
2
VAR0000
Std. Deviation
1.46539
Std. Error
Mean
.32767
3.03445
.67852
262
Table 2: T-Test for Investigating the Relationship Between Total Means of Reflection for Each Group and Their
Teaching Experiences
Levene's
Test for
Equality of
Variances
F
Sig.
VAR0000
6.77
8
.01
3
Df
Sig.
(2tailed)
Mean
Difference
8.02
9
8.02
9
38
.000
-6.05000
.75350
27.40
5
.000
-6.05000
.75350
-7.59499
-4.50501
The findings of the interview revealed that the participants of this study allocated three different times to
think/reflect on their teaching:
a. Before teaching
b. During teaching
c. After teaching
CONCLUSION
The point that was revealed from findings of the quantitative analysis was that there is meaningful relationship between these participants amount of reflection
on their teaching and their teaching experience.
The semi-structure interview shows that there is no
specific and predetermined time for reflection and
teachers can reflect on their teaching at different times
based on their personal capacities and situations.
Sometimes, they used a combination of these three
times or three kinds of reflection.
Therefore, the results of the present study are in line
with Schons (1983) definitions of three different kinds
263
[6] Elbaz, F. (1992). Teacher thinking: A study of practical knowledge. New York: Nichols Publishing.
[20] Uzat, S.L. (1998). Cognitive coaching and selfreflection: Looking in the mirror while looking
through the window. Paper presented at the annual
meeting of the Mid-South Educ. Res. Assoc., New
Orleans, LA. ED 427 064.
[21] Wallace, M.J. (1991). Training foreign language
teachers: A reflective approach. New York: Cambridge University Press.
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