scholarly journals REFLECTIVE TEACHING PRACTICES BETWEEN THEORY AND REALITY IN A DEMANDING SOCIETY

2020 ◽  
Author(s):  
Khalid Aada
Keyword(s):  
Teaching Practices ◽  
Reflective Teaching

Reflective Teaching Methods at Schools for English Teachers’ Professional Development (International Turkish Private Schools)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ekaterine PIPIA ◽  
Tamar SHARASHENIDZE-SOYUCOK
Keyword(s):  
Teacher Development ◽  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Mixed Model ◽  
Journal Writing ◽  
Reflective Teaching ◽  
Collaborative Group ◽  
Peer Observation ◽  
Muslim Countries

The aim of the study was to find out the most applicable reflective teaching methods for English language teachers in Georgia and Muslim countries.  The study tends to identify the general English language teaching tendencies and stresses the teaching discrepancies for Muslim countries. These peculiarities are analyzed to provide a clear-cut picture of reflective teaching practices, possible changes and desirable improvements, which would be different for Georgia and Muslim countries (Egypt, Turkey and Yemen). The data obtained from one survey showed that school administration supports teacher development, including via reflective teaching. Another survey, conducted in Egypt, Turkey and Yemen regarding the cultural and gender issues in designing reflective teaching practices, showed that the majority of teachers prefer to be involved in collaborative group work, rather than being observed by a peer due to Muslim cultural traditions concerning gender relations. Both genders avoid peer work, because there is a possibility to stay alone with the opposite gender for the discussions and this might cause some inconveniences. The interview conducted in Georgia showed that teachers do not like cooperative reflective activities. As Georgian teachers of English better liked journal writing and peer observation, the experiment conducted in Georgia dealt with them. It revealed the fact that the mixed model of reflective teaching (peer observation accompanied by journal writing) is more productive for Georgia more than just peer observation.

scholarly journals DEVELOPMENT OF ATTITUDE TOWARDS REFLECTIVE TEACHING PRACTICE (RTP) SCALE

2020 ◽  
pp. 337-348
Author(s):  
Karuna K Simha ◽  
Umme Kulsum
Keyword(s):  
Teacher Education ◽  
Education System ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Fundamental Principle ◽  
Attitude Scale ◽  
Reflective Teaching ◽  
Reflective Practitioners ◽  
The Government

The NCF-2005, NCFTE-2009 and the New Education Policy-2020 recommend teachers to be reflective practitioners. The realization of the concept of reflective teaching practice helps us to openly accept the new changes that are brought about by the education system and enables us to progress towards the betterment of the education system. The fundamental principle of teacher education is to be on reflective teaching model. As the reflective practice has been introduced more recently, there has been a shift in the approaches of teaching from teacher centeredness to learner centeredness. Adapting to the novel changes requires a mind-set to acknowledge the changes and evolve according to the need. It also involves likes and dislikes which can be rightly called attitudes. It is helpful to know the level of attitude of teachers, so as to provide them with required training, motivation and support. This helps the teachers also to change their attitudes towards reflective teaching. The measurement of attitude towards reflective teaching practices enables the teacher-educators, the educationists and the government to design programmes to help teachers develop a positive attitude to the new recommendations. It also helps the teacher education institutions to inculcate the positive attitudes towards the reflective teaching so as to prepare the entrant teachers to become reflective practitioners. Hence the attitude scale was constructed. The main purpose of the attitude scale is to measure and quantify the attitude towards reflective teaching practices. The reflective teaching practice scale was developed based on Likert scale construction procedures. The theoretical framework was adopted from the Pollard’s Reflective Teaching.

scholarly journals Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

2021 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Norah Almusharraf ◽  
Asma Almusharraf
Keyword(s):  
Gender Differences ◽  
Reflective Practice ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Critical Factor ◽  
Teaching Experience ◽  
Reflective Teaching ◽  
Future Research ◽  
Reflective Practices ◽  
Academic Degree

Reflection and reflective practices are integral to teacher education; therefore, this study contributes to the growing literature on reflective practice by uncovering gender differences. The study explored the influence of gender differences and teaching experience on postsecondary instructors' conscious reflective teaching practice, using a survey of 226 male and 207 female EFL instructors working in the Kingdom of Saudi Arabia (KSA). The results indicated that females scored higher than males on the total English Language Teaching Reflection Inventory (ELTRI) scores, except on the critical factor of the ELTRI, where males outperformed. The results also revealed that experienced instructor participants had a significantly higher score on the total ELTRI than novice instructor participants. The study proposes a tangible, flexible resource for reflective practices of applied, cognitive, affective, metacognitive, and critical reflection, and offers assistance to counter gender differences. The study recommends designing guides with effective and valid instruments for fostering reflective teaching practices. Policymakers in higher institutions should prepare systematic programs and provide remedial resources and events for instructors to target the most challenging areas for both genders. Future research should also consider other factors, such as the academic degree, cultural background, and linguistic differences that might affect the instructors' knowledge and reflective practice.

scholarly journals Reflective Teaching Practices: An Approach to Teaching Communication Skills in a Small-Group Setting

2006 ◽  
Vol 81 (7) ◽  
pp. 638-644 ◽  
Author(s):  
Kelly Fryer-Edwards ◽  
Robert M. Arnold ◽  
Walter Baile ◽  
James A. Tulsky ◽  
Frances Petracca ◽  
...  
Keyword(s):  
Small Group ◽  
Communication Skills ◽  
Teaching Practices ◽  
Reflective Teaching ◽  
Group Setting ◽  
Approach To Teaching
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