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 )

تاریخ ارسال : 1403/08/27 تاریخ تایید : 1403/09/26

کلید واژه: Effective Teaching, reflective teaching, teaching effectiveness, teaching reflectivity,

چکیده مقاله :

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.

چکیده انگلیسی :

منابع و مأخذ:

Aho, E., Haverinen, H. L., Juuso, H., Laukka, S. J., & Sutinen, A. (2010). Teachers’ principles of decision-making and classroom management; a case study and a new observation method. Procedia Social and Behavioral Sciences, 9, 395–402. https://doi.org/10.1016/j.sbspro.2010.12.171
Akbari, R., Kiany, G. R., Imani Naeeni, M., & Karimi Allvar, N. (2008). Teachers ’teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL, 11(1), 1-27.
Alzeebaree, Y., & Ali Hasan, I. (2021). What makes an effective EFL teacher: High school students' perceptions. The Asian ESP Journal. https://ssrn.com/abstract=3887039

Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning.

Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice, 16(1), 123 – 141. https://doi.org/10.1080/14623943.2014.982525
Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29(2), 125-138. http://doi.org/10.1111/j.1944-9720.1996.tb02322.x
Check, J. (1986). Positive traits of the effective teacher-negative traits of the ineffective one. Education, 106(3), 326-334.
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.
Dibapile, W.T.S. (2012). A review of literature on teacher efficacy and classroom management. Educational Psychology & Counseling Publications and Other Works.
https://trace.tennessee.edu/utk_educpubs/31
Fatehi Rad, N., & Jalali, V. (2021). ZPD Theory and Scaffolding Teaching Strategy: Iranian EFL Learners' Views and Reading Achievement of Short Stories as a Way of Literature Incorporation within Learning Procedure. Critical Literary Studies, 3(1), 181-209.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Ghanizadeh, A. & Jahedizadeh, S. (2017). Validating the Persian version of reflective thinking questionnaire and probing Iranian university students' reflective thinking and academic achievement. International Journal of Instruction, 10(3), 209-226. https://doi.org/10.12973/iji.2017.10314a

Ghasemi, B., & Hashemi, M. (2011). The Study of the Characteristics of Successful English Language Teachers from the Viewpoint of the English Language Students of Islamic Azad University, Hamedan Branch. Procedia Social and Behavioral Sciences, 28, 411-415.
https://doi.org/10.1016/j.sbspro.2011.11.078
Hosseini Fatemi, A., Elahi Shirvan, M., & Rezvani, Y. (2011). The effect of teachers’ self-reflection on EFL learners’ writing achievement. Cross-cultural Communication, 7(3), 175-181. http://doi.org/10.3968/j.ccc.1923670020110703.250
Kaboodvand, M. A. (2013). Perceptions of effective language teaching in Iran. [Doctoral dissertation, University of Exeter]. ProQuest Dissertations and Theses Global.

Kaneko-Marques, S. M. (2015). Reflective teacher supervision through videos of classroom teaching. PROFILE Issues in Teachers’ Professional Development, 17(2), 63-79. http://doi.org/10.15446/profile.v17n2.44393
Khany, R., & Ghoreyshi, S.M. (2013). On the relationship between Iranian EFL teachers’ efficacy of classroom management, reflective thinking, and transformational leadership style: A structural equation modeling. Issues in Language Teaching (ILT), 2(1), 55-81.
Kheirzadeh, S., & Sistani, N. (2018). The effect of reflective teaching on Iranian EFL students’ achievement: The case of teaching experience and level of education. Australian Journal of Teacher Education, 43(2), 143-156. http://doi.org/10.14221/ajte.2018v43n2.8
Khojastehmehr, R., & Takrimi, A. (2008). Characteristics of effective teachers: Perceptions of the English teachers. Journal of Education & Psychology, 3(2), 53-66.
Koutsoulis, M. (2003). The characteristics of the effective teacher in Cyprus public high school: The students' perspective. American Association of School Administrators.

Lafayette, R. (1993). Subject-matter content: What every foreign language teacher needs to know. In G. Guntermann (Ed.), Developing language teachers for a changing world (pp. 125-157). National Textbook Company.
Lang, H. G., McKee, B. G., & Conner, K. (1993). Characteristics of effective teachers: A descriptive study of the perceptions of faculty and deaf college students. American Annals of the Deaf, 138(3), 252-259.
Mathew, P., Mathew, P, Prince, M., & Peechattu, J. (2017). Reflective practice: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
Mazandarani, O., & Troudi, S. (2021). Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers. Educational Research for Policy and Practice, 21(1), 19–42. https://doi.org/10.1007/s10671-021-09290-0
Minor, L., Onwuegbuzie, A., & Witcher, A (2002). Preservice teachers' educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96(2), 116-127. http://doi.org/10.1080/00220670209598798

Nayernia, A., Nosratnia, R., & Mohebbi, H. (2022). The factors contributing to language teachers’ effectiveness in an EFL learning context: A questionnaire validation study. Profile Issues in Teachers` Professional Development, 24 (2), 63-79.
Quan, N. (2022). Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers. Indonesian Journal of Applied Linguistics, 11(3), 650-663. http://doi.org/10.17509/ijal.v11i3.40592
Ramos-Rodríguez, A. R., Medina-Garrido, J. A., Lorenzo-Gómez, J. D., & Ruiz-Navarro, J. (2022). What you know or who you know? The role of intellectual and social capital in opportunity recognition. International Small Business Journal, 28(6), 566–582. https://doi.org/10.1177/0266242610369753
Reynolds, B. L., Liu, S., Ha, X. V., Zhang, X., & Ding, C. (2021). Pre-service teachers learning to teach English as a Foreign Language to preschool learners in Macau: A longitudinal study. Frontiers in Psychology, 12(2), 1-17. https://doi.org/10.3389/fpsyg.2021.720660
Sahragard, R., & Baharloo, A. (2009). Fear of success, imposter phenomenon, academic achievement, and language proficiency among some Iranian EFL learners: A correlational study. Iranian EFL Journal, 3, 6-35.

Schulz, R. (2000). Foreign language teacher development: MLJ perspectives-1916-1999. Modern Language Journal, 84(4), 495-522. https://doi.org/10.1111/0026-7902.00084
Shahvand, M., & Rezvani, E. (2016). Iranian EFL teachers’ beliefs and practices on effective teaching: The case of gender and level of experience. Research in English Language Pedagogy, 3(2), 30-43.
Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 130-143. https://doi.org/10.5539/elt.v2n4p130
Silver, S. (2015). The impact of reflective dialogue between a mentor and a new teacher on the new teacher’s instructional practices. [Doctoral dissertation, Arcadia University]. ProQuest Dissertations and Theses Global.
Smet, M. (2022). Professional development and teacher job satisfaction: Evidence from a multilevel model. Mathematics, 10 (1), 51-58.
Soodmand Afshar, H., & Farahani, M. (2015). Reflective thinking and reflective teaching among Iranian EFLteachers: Do gender and teaching experience make a difference? Procedia - Social and Behavioral Sciences, 192, 615 – 620. http://doi.org/10.1016/j.sbspro.2015.06.107
Starkey, L. (2010). Teachers' pedagogical reasoning and action in the digital age. Teachers and Teaching: Theory and Practice, 16(2), 233-244. https://doi.org/10.1080/13540600903478433
Straková, Z., & Cimermanová, I., (2018). Developing reflective skills of student teachers in the virtual learning environment. The Electronic Journal of e-Learning, 16(2), 107-121.

Walker, J.R. (2008). Twelve characteristics of an effective teacher. A longitudinal, qualitative, quasi-research study of in-service and pre-service teachers' opinions. Educational HORIZONS, 9(1), 61-68.
Wichadee (2010)
Witcher, A., Onwuegbuzie, A., & Minor, L. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8, 45-57.

Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects: How has Indonesia coped with the demand for teaching English in schools?. English Today, 33(1), 53-59. https://doi.org/10.1017/s0266078416000407
Zulfikar, T., & Mujiburrahman, T. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13. https://doi.org/10.1080/14623943.2017.1295933

Iranian EFL Teachers’ Perceptions of Reflective Skills: A Qualitative Study

سکوی نشر دانش

پیوندهای سایت

مراکز مرتبط

پشتیبانی

صفحات رسمی