Iranian EFL Teachers’ Perceptions of Reflective Skills: A Qualitative Study
Elham Kargar Jahromie
1
(
Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
)
Shahram Afraz
2
(
Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
)
Farhad Fahandezh
3
(
Department of English, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
)
الکلمات المفتاحية: Effective Teaching, reflective teaching, teaching effectiveness, teaching reflectivity,
ملخص المقالة :
While there are varying perspectives on the bases of reflective practice within the teaching context, there is a broad consensus that reflection is fundamental to building a teacher's professional identity and improving their development. This study sought to investigate the perceptions of EFL teachers of reflective skills of Iranian effective teachers. To this end, a grounded theory design was used. Participants consisted of 30 conveniently selected female intermediate EFL learners from a language institute in Mashhad. For data collection, semi-structured interview and written reflective journal were used. Data analysis was done through manual thematic analysis via open, axial and selective coding. The results showed the following perceptions of EFL teachers of reflective skills of Iranian EFL effective teachers: 1. Behaving in a socially acceptable manner; 2. Being able to motivate students; 3. Managing classroom; 4. Attending to students' diversity of needs; 5. Planning appropriate teaching and evaluation methods and strategies; etc. Moreover, according to the results, the least important reflective skills of Iranian EFL effective teachers were attending to students' diversity of needs, and being able to motivate students. In addition, the most important reflective skills of Iranian EFL effective teachers were evaluating one's own teaching, making appropriate modifications in one's own teaching, thinking skillfully, planning appropriate teaching and evaluation methods and strategies, and managing classroom. The results have some implications for policymakers, teacher educators, authorities in charge of recruiting teachers.
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