A Case of Group-Reflection Training: Iranian In-Service EFL Teachers’ Belief and Performance Development
الموضوعات : نشریه زبان و ترجمه
سجاد فتحی
1
,
احمد محسنی
2
,
حسین رحمن پناه
3
1 - دانشکده ادبیات فارسی و زبان های خارجی دانشگاه آزاد اسلامی واحد تهران جنوب
2 - دانشکده ادبیات فارسی و زبان های خارجی دانشگاه آزاد اسلامی واحد تهران جنوب
3 - دانشکده ادبیات فارسی و زبان های خارجی دانشگاه آزاد اسلامی واحد تهران جنوب
الکلمات المفتاحية: Reflective practice, teachers’ belief, Group-Reflection, In-Service EFL Teachers, Teachers’ Performance Development,
ملخص المقالة :
This study examines the effect of implementing group-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL teachers participated in this study. All participants held a master's degree in TEFL. Teacher’s belief questionnaire, observation checklist, and Skype app were used as the instruments to collect data in this study. Before the training phase, the pre-test (observation checklist) was administered, and teachers’ previous teaching performance was evaluated and recorded by an expert supervisor (one of the researchers). Also, the teacher’s belief questionnaire was used by all the participants in this study to evaluate teachers’ assumptions about the efficacy of their teaching practice. The researchers utilized Skype App to instruct the participants in an online setting. During the training phase, participants were exposed to the group-reflection practice. The instruction was done in 16 sessions twice a week for two months. After the training phase, the post-test (observation checklist) was administered, and teachers’ teaching performance was evaluated and re-recorded. The teacher’s belief questionnaire was also utilized as the post-test. The data analysis indicated that implementing the principles of group-reflective instruction had a statistically significant effect on Iranian in-service EFL teachers’ beliefs about their teaching efficacy and teaching performance development. The findings of the present study have some implications that can assist English language educators, EFL learners, students, language curriculum program policymakers, and syllabus designers.
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