How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers?

2018 ◽  
Vol 19 (4) ◽  
pp. 427-446 ◽  
Author(s):  
Jovanna Matilde Godínez Martínez
Keyword(s):  
Reflective Practice ◽  
English Language ◽  
Language Teachers ◽  
Cognitive Transformation ◽  
English Language Teachers

scholarly journals Reflective Practice: A Gateway to Professional Development

2013 ◽  
Vol 17 (1-2) ◽  
pp. 40-49
Author(s):  
Shiva Ram Pandey
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Teaching Skills ◽  
Instructional Process ◽  
English Language Teachers

The main purpose of this research paper is to explore the power of reflection in the teaching and learning process. The prime research question is how do English language teachers reflect their opinion and experience in reflective practice? This research is a qualitative study of English teachers from the Kathmandu district higher secondary schools. The results of this study show that reflective practice enhances teaching skills and brings changes in instructional practices. Teachers have to think, act and reflect tenaciously. As a result, the instructional process is activated and improved. It further presents that every incident has enormous insights to learn through this practice. Reflective practice enhances the professional development of English language teachers. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 40-49 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8091

scholarly journals Teaching Journal: An Effective Tool for Reflective Practice in Teaching among English Language Teachers

2021 ◽  
Vol 5 (8) ◽  
pp. 73-79
Author(s):  
Yifan Wang
Keyword(s):  
Reflective Practice ◽  
English Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teaching Behaviors ◽  
Teaching Activities ◽  
Three Samples ◽  
Continuous Record ◽  
Role Transformation ◽  
English Language Teachers

Through teaching journals, teachers can actively conduct true and continuous record, description, reflection, and summary of experiences and teaching behaviors with reflection and research value in their own teaching activities in order to make progress in regard to their teaching skills and classroom presentations. This is an effective way and tool to improve English teachers’ reflective practice in teaching along with their own professional development as well as to promote the role transformation as reflective teachers. Given the widespread concern of the reflective practice in teaching along with the fact that teaching journals are effective in reflective teaching, this paper explores this topic and suggests several implications for teaching via documentation and a case analysis of three samples obtained from an actual teacher’s teaching journal.

scholarly journals The use of reflective practice towards achieving effective English language teaching at primary schools

2021 ◽  
Vol 10 (1) ◽  
pp. 364
Author(s):  
Siti Noor Aneeis Hashim ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Reflective Practice ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
English Language Teachers

<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

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