Developing Refletivity in EFL Teachers through a Three-dimensional Reflective Model (3DRM)
الموضوعات : نشریه زبان و ترجمه
Faezeh Fatehi Ghahfarokhi
1
,
Ahmad Mohseni
2
,
Massood Yazdanimoghaddam
3
,
Alireza Ameri
4
1 - PhD Candidate, Islamic Azad University, South-Tehran Branch.
2 - Associate Professor, Islamic Azad University, South-Tehran Branch
3 - Associate Professor, Islamic Azad University, South-Tehran Branch
4 - Associate Professor, Islamic Azad University, South-Tehran Branch
الکلمات المفتاحية: Reflection, Social, pedagogical, Teacher Education, Psychological,
ملخص المقالة :
Teacher education programs, and more specifically practicum courses, play a vital role in pre-service teachers’ lives since these programs are opportunities for them to get perspective on the reality of their future career. With no doubt, the most important objective of any teacher education courses is to help teachers become reflective. That is why there have been numerous studies to investigate the effect of ref- lectivity on teachers’ success and to propose methods and technique to enhance this skill. This study pro- poses a three-dimensional reflectivity model considering three different aspects of a teaching context. These interwoven factors are pedagogical, psychological, and socio-cultural aspects. These aspects are extracted from a semi-structured interview with 21 experts. Testing this model on group of student- teachers and analyzing their teaching portfolios both qualitatively and quantitatively reveals that applying the model in designing the tasks and projects of teacher education programs can increase teachers’ reflec- tivity and give them insight into how to deal with any shortcomings in their future classes. This model can reshape the teacher education programs and provide the student-teachers with an opportunity to practice something more than pedagogical concerns in these courses.
participants and not applying any randomization methods to select them, any generalization on the findings should be done cautiously.
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