Towards Reflective Teaching: Case Study of a Semi-Private Class in Iranian Context
سال انتشار: 1397
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 380
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شناسه ملی سند علمی:
ELSCONF06_185
تاریخ نمایه سازی: 8 تیر 1398
چکیده مقاله:
Unquestionably, after years of research there is still a great deal of debate in educational area on how to teachcontent and skills and effectively manage classrooms. In this regard, an important distinction is made between being areflective or unreflective teacher. The former is the main subject of the present study. A reflective teacher is supposed tobe aware that not all structures are applicable in and compatible with all circumstances and types of students. In thisstudy, the challenges of a reflective teacher in a semi-private IELTS class were examined through the eyes of theteacher himself, students, and the researchers in a qualitative manner. Based on a questionnaire, some face-to-faceinterviews both with the teacher and students were conducted, as well as examining students’ reports which were laterput into a discussion in a focus-group. The teacher attended five counseling sessions in which he was given rules ofmentoring which go beyond merely teaching language. To have a better perspective, a thorough account of greatestmentors in the history was made. The main concern was to closely observe how learner-teacher communicationinfluenced by the mentorship sessions the teacher attended and the new perception the teacher achieved. The resultsshowed that mentoring teachings could positively change the teacher’s method and increased students’ consent.
کلیدواژه ها:
نویسندگان
Arshya Keyvanfar
Islamic Azad University, North Tehran Branch and University of Tehran
Maryam Abdolmaleki
Islamic Azad University, North Tehran Branch
Sepideh Tahami
Islamic Azad University, North Tehran Branch