Enhancing ELT Instructors’ Effectiveness Through Reflection :A Structural Equation Modelling Approach
الموضوعات : Research in English Language Pedagogy
1 - Department of ELT, Farhangian University
الکلمات المفتاحية: ELT instructors, structural equation modeling, reflective teaching, effective teaching,
ملخص المقالة :
In the last few years, the idea of reflection has been extensively employed in different teacher education programs to assist teachers in the process of explaining their ideas about their teaching activities and improving their teaching practices. The present study aimed at examining the relationship between EFL instructors’ reflective teaching and effective teaching. To this end, 120 ELT instructors from different colleges and universities in Khorasan Razavi province were asked to participate in the study. The participants were asked to fill in two reliable questionnaires to measure their reflective and effective teaching. The results of the data analysis exhibited a positive correlation between reflective teaching and effective teaching and the results of the Pearson correlation also demonstrated that there are positive meaningful relationships between instructors’ reflective teaching and all four subscales of effective teaching. Specifically, the highest correlation is observed between instructors' reflective teaching and their self-awareness. A meaningful correlation was also demonstrated between effective teaching and teaching experience.
Abazari, F., Ghonsooly, B., & Afraz, S. (2022). Reflective teaching and practice skills: Correlation between EFL teachers’ reflection and students’ practice. Journal of Language and Translation, 12(3), 163-172. Retrieved from https://ttlt.stb.iau.ir/article_692178.html
Abednia, A., Hovassapian, A., Teimournezhad, S., & Ghanbari, N. (2013). Reflective journal writing: Exploring in-service EFL teachers' perceptions. System, 41(3), 503-514. https://doi.org/10.1016/j.system.2013.05.003
Afshar, H. S., & Farahani, M. (2015). Reflective thinking and reflective teaching among Iranian EFL teachers: do gender and teaching experience make a difference? Procedia-Social and behavioral sciences, 192(1), 615-620.
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers' assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018.11129a
Beattie, M. (1997). Fostering reflective practice in teacher education: Inquiry as a framework for the construction of a professional knowledge in teaching. Asia-Pacific Journal of Teacher Education, 25(2), 111-128. https://doi.org/10.1080/1359866970250202
Behzadpour, F. (2007). Developing a measuring instrument for reflective teaching. Unpublished master thesis, Tarbiat Modares University, Tehran, Iran.
Bengtsson, J. (1995). What is reflection? On reflection in the teaching profession and teacher education. Teachers and Teaching, 1(1), 23-32. https://doi.org/10.1080/1354060950010103
Black, G.L. (2015). Developing teacher candidates’ self-efficacy through reflection and supervising teacher support. In Education, 21(1), 78-98. https://doi.org/10.37119/ojs2015.v21i1.171
Blank, R. K., & De Las Alas, N. (2009). The effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders. Council of Chief State School Officers.
Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen, & J. E., Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes (pp. 21-50). Springer. https://doi.org/10.1007/978-3-319-41252-8_2
Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: a study on EFL teachers’ reflection-on, in, and for action. Teaching and Teacher Education, 59, 372-382. https://doi.org/10.1016/j.tate.2016.07.002
Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43-51. https://doi.org/10.1016/0742-051X(89)90018-8
Calderhead, J., & Gates, P. (Eds.). (2003). Conceptualising reflection in teacher development. Routledge.
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633-2679. https://doi.org/10.1257/aer.104.9.2633
Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom? International Journal of Instruction, 5(1), 167-182. Retrieved from https://dergipark.org.tr/en/pub/eiji/issue/5140/70051
Çimer, S. O., & Paliç, G. (2012). Teachers’ perceptions and practices of reflection. International Journal of Educational Research and Technology, 3(1), 52-60.
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112. https://doi.org/10.3102/01623737024002081
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. DC Heath and Company.
Efe, R. (2009). Science student teachers attitudes towards reflective practice: differences in subjects and grades. Cypriot Journal of Educational Sciences, 4(2), 72-86. Retrieved from http://archives.un-pub.eu/index.php/cjes/article/viewArticle/107
Farrell, T. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. 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.
Ferguson, P., & T. Womack, S. (1993). The impact of subject matter and on teaching performance. Journal of Teacher Education, 44(1), 55-63. https://doi.org/10.1177/0022487193044001008
Finlay, L. (2008). Reflecting on “reflective practice”. Retrieved from http://open.ac.uk/cetl-workspace/cetlcontent/documents/4bf2b48887459.pdf
Francis, D. (1995). The reflective journal: A window to preservice teachers' practical knowledge. Teaching and Teacher Education, 11(3), 229-241. https://doi.org/10.1016/0742-051X(94)00031-Z
Freese, A. R. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 100-119. https://doi.org/10.1016/j.tate.2005.07.003
Galton, M., Simon, B. & Croll, P. (1980). Inside the primary classroom. Routledge.
Genc, Z. S. (2010). Teacher autonomy through reflective journals among teachers of English as a foreign language in Turkey. Teacher Development, 14(3), 397-409. https://doi.org/10.1080/13664530.2010.504028
Ghazalbash, N., & Afghari, A. (2016). Relationship between burnout and reflective teaching among EFL teachers. International Journal of Foreign Language Teaching and Research, 3(12), 41-51.
Ghorbani M. R., Davodi, M., Adel, S. M. R., Amirian, M. R. (2020). Reflective teaching through journal writing: A study on EFL teachers’ reflection-for-, in, and on-action. English Teaching and Learning, 44, 277-296. https://doi.org/10.1007/s42321-019-00041-2
Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The Journal of Educational Research, 96(5), 293-309. https://doi.org/10.1080/00220670309597642
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. National comprehensive center for teacher quality. Retrieved from http://secc.sedl.org/orc/resources/LinkBetweenTQandStudentOutcomes.pdf
Goldhaber, D. (2002). The mystery of good teaching. Education Next, 2(1), 50-55.
Grant, C. A. & Zeichner, K. M. (1984). On becoming a reflective teacher. In C. Grant (Ed.), Preparing for reflective teaching (p. 103-114). Allyn & Baco.
Gurney, P. (2007). Five factors for effective teaching. New Zealand Journal of Teachers’ Work, 4(2), 89-98.
Harris, A. (1998). Effective teaching: A review of the literature. School Leadership & Management, 18(2), 169-183. https://doi.org/10.1080/13632439869628
Hopkins, D. (1999). Generic teaching strategies handbook. School of Education PGCE Course, The University of Nottingham, Nottingham.
James, K., & Sammons, P. (2013). Effective teaching: A review of research and evidence. Oxford University Press.
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.
Joyce, B., Calhoun, E. & Hopkins, D. (2008). Models of learning, tools for teaching. Open University Press.
Jung, J. (2012). The focus, role, and meaning of experienced teachers' reflection in physical education. Physical Education & Sport Pedagogy, 17(2), 157-175. https://doi.org/10.1080/17408989.2011.565471
Killen, R. (2006). Effective teaching strategies: Lessons from research and practice. Cengage Learning Australia.
Kumaravadivelu, B. (2001). Toward a post-method pedagogy. TESOL Quarterly, 35(4), 537-560. https://doi.org/10.2307/3588427
Kyriacou, C. (2007). Effective teaching in schools-theory and practice. Nelson Thornes.
Macmillan. Conway, P.F. (2001). Anticipatory reflection while learning to teach: From a temporarily truncated to a temporarily distributed model of reflection in teacher education. Teaching and Teacher Education, 17(1), 89-106. https://doi.org/10.1016/S0742-051X(00)00040-8
Mahmoodi, M. H., & Ghaslani, R. (2013). Relationship among Iranian EFL teachers’ emotional intelligence, reflectivity, and burnout. Iranian Journal of Applied Language Studies, 6(1), 90-116.
Malmir, A., & Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predicators of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy, 6(1), 117-138. https://doi.org/10.30486/relp.2018.538818
McAlpine, L., Weston, C., Berthiaume, D., Fairbank-Roch, G., & Owen, M. (2004). Reflection on teaching: Types and goals of reflection. Educational Research and Evaluation, 10(4), 337-363. https://doi.org/10.1080/13803610512331383489
Mills, M., & Satterthwait, D. (2000). The disciplining of pre-service teachers: Reflections on the teaching of reflective teaching. Asia-Pacific Journal of Teacher Education, 28(1), 29-38. https://doi.org/10.1080/135986600109426
Moumene, A., Aldalalah, A & Bawaneh, A. (2020). Gauging the level of reflective teaching practices among science teachers. International Journal of Instruction, 13(1), 1-19.
Muijs, D. & Reynolds, D. (2005). Effective teaching: evidence and practice (2nd ed.). Sage.
Oberg, A., & McCutcheon, G. (1987). Teachers’ experience doing action research. Peabody Journal of Education, 64(2), 116-127.
Opdenakke, M. C. & Van, J. D. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1-21. https://doi.org/10.1016/j.tate.2005.07.008
Ostaz, M. (2011). The level of ability of reflective thinking of educational problems which facing the science teachers in the basic stage in UNRWA and Governmental schools in Gaza. Journal of Al-Azhar University-Gaza, Humanities, 13, 1329-1370.
Parrott, M. (1993). Tasks for language teachers: A resource book for training and development. Cambridge University Press.
Partovi, N., & Tafazoli, D. (2016). On the relationship between Iranian EFL teachers’ self-regulation, self-resiliency, gender, and teaching experience. Research in English Language Pedagogy, 4(1), 7-25.
Philpott, J. (2009). Captivating your class: effective teaching skills. Bloomsbury Publishing.
Rayan, A. (2011). The degree of reflective practices of mathematics teachers in Hebron directorates of education & its relationship with teaching self-efficacy. AL-Manarah for Research and Studies, 20(1b), 143-173.
Reynolds, D., & Muijs, D. (1999). The effective teaching of mathematics: A review of research. School Leadership & Management, 19(3), 273-288. https://doi.org/10.1080/13632439969032
Rockoff, J. E., Jacob, B. A., Kane, T. J., & Staiger, D. O. (2011). Can you recognize an effective teacher when you recruit one? Education Finance and Policy, 6(1), 43-74. https://doi.org/10.1162/EDFP_a_00022
Rubio, C. M. (2009). Effective teachers-professional and personal skills. ENSAYOS: Revista de la facultad de educación de Albacete. Retrieved from https://hdl.handle.net/11162/218808
Smittle, P. (2003). Principles for effective teaching in developmental education. Journal of Developmental Education, 26(3), 10-16.
Stronge, J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook for qualities of effective teachers. Association for Supervision and Curriculum Development.
Sullivan, C. (2001). Rewarding excellence: Teacher evaluation and compensation. Alexandria,
Tabassum, F., & Malik, S. K. (2014). Teachers’ attitude towards reflective practice in the public and private sector at higher secondary level. New Educational Review, 36(2), 278-288. https://doi.org/10.15804/tner.14.36.2.22
Tok, Ş., & Dolapçıoğlu, S. D. (2013). Reflective teaching practices in Turkish primary school teachers. Teacher Development, 17(2), 265-287. https://doi.org/10.1080/13664530.2012.753940
Waks, L. J. (1999). Reflective practice in the design studio and teacher education. Journal of Curriculum Studies, 31(3), 303-316. https://doi.org/10.1080/002202799183142
Yates, G.C.R. (2005). “How Obvious”: Personal reflections on the database of educational psychology and effective teaching research. Educational Psychology, 25(6), 681-700. https://doi.org/10.1080/01443410500345180
Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3-9. https://doi.org/10.1177/002248718303400302
