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گواهی نمایه سازی مقاله Teaching Experience and Teacher Reflectiveness: Exploring possible relations

عنوان مقاله: Teaching Experience and Teacher Reflectiveness: Exploring possible relations
شناسه (COI) مقاله: TELT01_295
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Amin Rajabi Kondlaji - M.A., Sharif University of Technology, Tehran

خلاصه مقاله:
Language teachers are always encouraged to engage in reflective practices, through writing diaries, discussing the class with their colleagues and through taping their classes and giving it a second try. This points to the paramount importance that Reflective practices gained since 1990 as a consequence of the post method debate ( Prabhu, 1990; Kumaravadivelu, 1994; Kumaravadivelu, 2001; Kumaravadivelu, 2003; Kumaravadivelu, 2006), which by many was defined as moving to the other end of the continuum from method based Language education. Although it should not go unmentioned that the roots of the concept of reflection in teaching go back to the works of Dewey (1933/1993) which was followed by Schon (1983), Schon (1987), Schon (1991). Reflective practices have been discussed by several scholars, of course under the title of reflective teaching (Richards and Lockhart, 1994; Freeman and Richards, 1996 ; Stanley, 1998; Richards, 1998; Shrum and Glisan, 2000). Akbari(2007) makes classifies reflection into two categories , namely reflection-in-action and reflection-on-action former being the reflection done in the classroom while a problem rises and the later, on the contrary is done after the teaching is done. The purpose of the present study is to explore the possible relations between reflectiveness and teaching experience among Iranian EFL Teachers. The researcher tried to answer the question whether there exists a clear relation between the two important concepts of Reflectiveness and Teaching Experience or not. Akbari, Behzadpoor and Dadvand (2009) English language Teaching Reflection Inventory (ELTRI) was employed to measure the reflectiveness of English language teachers from four cities of Tabriz, Kermanshah, Tehran, and Sari. More than a hundred EFL teachers took part in the survey and participated in filling the questionnaires. About forty questionnaires were discarded due to the fact they were either filled systematically or not completely filled. After the data were collected, a correlation analysis was run to explore the relationship between the two constructs under study. The results showed that there is a negative correlation between teaching experience of Teachers and their Reflectiveness that is quite what has had the tacit consent of many specialists in the field that the more experienced the teachers the more reflective they will be. It was suggested that as teacher grow more experienced they try to get more stabilized in their teaching practice. The findings of this study bears implication for language educators and language teachers especially in an Iranian Context due to its novelty and careful subject selection from EFL teachers in Iran

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