Teachers’ Reflective Teaching and Self-Efficacy as Predicators of their Professional Success: A Case of Iranian EFL Teachers
الموضوعات : Research in English Language Pedagogy
Ali Malmir
1
(
English Language Department, Imam Khomeini International University, Qazvin
)
Parisa Mohammadi
2
(
Linguistics, ELT Tecaher
)
الکلمات المفتاحية: reflective teaching, Learner's attitudes, Teachers' professional success, Teachers' self-efficacy,
ملخص المقالة :
Language teacher’s professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher’s professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers’ reflective teaching and their self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers’ students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers’ Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers’ professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers’ success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success.
Anderson, S. E. (1997). Understanding teacher change: Revisiting the concerns based adoption model. Curriculum Inquiry, 27(3), 331-368.
Bandura, A. (2005). Adolescent development from an agentic perspective. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.1-43). Greenwich, CT: Information Age Publishing.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards, & D. Nunan (Eds.), Second language teacher education (pp. 2020-214).Cambridge: Cambridge University Press.
Behzadpour, F. (2007). Developing a measuring instrument for reflective teaching. Unpublished master thesis, Tarbiat Modares University, Tehran, Iran.
Black, G.L. (2015). Developing teacher candidates’ self-efficacy through reflection and supervising teacher support. In Education, 21(1), 78-98.
Braun, J.A., & Crumpler, T. P. (2004). The social memoir: An analysis of developing reflective ability in a pre-service methods course. Teaching and Teacher Education, 20, 59-75.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language Pedagogy (2nded.). San Francisco: Longman.
Brown, T., & Marks, J. (1994). Inside teaching. New York: Macmillan.
Chacón, C. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32(4), 435-451.
Cunningham, F. M. (2001). Reflecting teaching practice in adult ESL settings. ERIC Digest, 1-7.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: D. C. Heath.
Elizabeth, C. L., May, C. M., & Chee, P. K. (2008). Building a model to define the concept of teacher success in Hong Kong. Teaching and Teacher Education, 24, 623-634.
Farrell, T. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, California: Corwin Press, Sage Publication Company.
Fatemipour, H., & Hosseingholikhani, F. (2014). The impact of reflective teaching on the EFL teachers' performance. Journal of Educational and Management Studies, 4(4), 796-799.
Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16-25.
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers' sense of self-efficacy and their pedagogical success in language institutes. Asian EFL Journal, 13(2), 249-272.
Javadi, F., & Khatib, M. (2014). On the relationship between reflective teaching and teachers’ burnout. International Journal of Research Studies in Language Learning, 3(4), 85-96.
King R., J. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Retrieved June 2016 from http://www.epinet.org/content.cfm
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97.
Liu, L., & Zhang, L. (2014). Enhancing teachers’ professional development through reflective teaching. Theory and Practice in Language Studies, 4(11), 2396-2401.
Lowie, W., & Bregtje, S. (2013). Essential statistics for applied linguistics. Hampshire: Palgrave Macmillan.
Mackey, A., & Gass, S. M. (2012). Research methods in second language
acquisition: A practical guide. Wiley-Blackwell. Malden, MA: Wiley-Blackwell.
Mahinpoor, Z. (2016). The relationship between self-efficacy, critical thinking, and professional success among female EFL teachers in the Iranian context. Master Thesis, Islamic Azad University, Shahr-e-Qods Branch, Iran.
Moafian, F., & Pishghadam, R. (2009). Construct validation of a questionnaire on characteristic successful Iranian EFL teachers. Pazhuhesh-e Zabanha-ye Kharej, 64, 27-36.
Moore, K. B. (2002). From children’s services to children’s spaces. Public provision, children and childhood. London, UK: Routledge.
Pacheco, A. Q. (2005). Reflective teaching and its impact on foreign language teaching. Numero Extraordinario, 5, 1-19.
Partovi, N., & Tafazoli, D. (2016). On the relationship between Iranian EFL teachers’ self-regulation, self-resiliency, gender and teaching experience. Educational Research, 4(1), 7-25.
Penrose, A., Perry, A., & Ball, I. (2007). Emotional intelligence and teacher self-efficacy: The contribution of teacher status and length of experience. Educational Research, 17(1), 107-125.
Putney, L. G., & Broughton, S. (2010). Developing teacher efficacy through reflection: AVygotskian perspective. Critical Issues in Teacher Education, 16, 4-17.
Richards, J., & Lockhart, C. (1966). Teacher development through peer observation. Perspectives, 3(2), 1-5.
Richards, K., Ross, J. S., & Seedhouse, P. (2011). Research methods for applied language studies: An advanced resource book for students. New York: Routledge.
Roney, K. (2000). Characteristics of effective middle level teachers: A case study of principal, teacher, and student perspectives. Unpublished Doctoral Dissertation. Temple University. Philadelphia, PA.
Stanley, C. (1998). A Framework for teacher reflectivity. TESOL Quarterly, 3(32), 584-591.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York Allyn and Bacon.
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure, Review of Educational Research, 68, 202-248.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78, 751-796.
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teacher experience and academic level. Journal of Educational Psychology, 99(1), 181-193.
York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, California: Corwin Press, Inc.
