Reflection Levels among Iranian EFL Teachers: The Interactional Effects of Gender, Academic Degree and their Teachers’ Experience
Subject Areas :Parvin Rezaie 1 , Haniyeh Davatgari Asl 2 , Nader Asadi 3
1 - English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran
2 - English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran
3 - English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran
Keywords: Iranian EFL Teachers, reflective teaching, levels of reflection, and Teaching experience,
Abstract :
In today's society, it is important for teachers, particularly foreign language teachers, to understand that reflectivity is considered as a main factor in growing teaching profession. This study sought to examine the different dimensions of reflective teaching among Iranian EFL teachers considering the variables of gender, academic degree , teaching experience ,and interactional effect between them .In doing so, initially using an explanatory sequential mixed method survey design a five–point Lickert scale ,29-items Reflective Teaching Questionnaire including (practical, meta-cognitive, critical, cognitive and affective ) was distributed to 142 EFL teachers (male and female) with 4 to 30+ years of professional experience with BA, MA, and PhD. academic degrees. Considering teaching experience, the participants were categorized into three groups.MANOVA results indicated the significant effect of teachers’ experience on their reflective teaching with the least effect reported on the affective dimension. Secondly, sixteen EFL teachers were invited to participate in an interview. The results of the present study will be useful for EFL teachers to have effective teaching, and to involve themselves more in exploring their students’ learning styles and critical aspects of the teaching context. Obviously, reflective teaching would help teachers to foster their independence. The analysis revealed that shortage of time, prescribed syllabi, predetermined textbooks, and ineffective teacher training programs were the main obstacles to reflectivity as experienced by the teachers. The outcomes have pedagogical implications for Iranian EFL teachers and theoreticians in the area of language teaching.
Akbari, R. (2007). Reflections on Reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35 (2), 192-207.
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English Language Teaching Reflection Inventory. System, 38, 211-227.
Ansarin, A., Farrokhi, F., & Rahmani, M. (2015). Iranian EFL teachers’ reflection levels: The role of gender, experience, and qualifications. The Asian Journal of Applied Linguistics, 2(2), 140-155.
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436.
Ashraf, H., Samir, A., & Yazdi, M. T. (2016). Reflective Teaching Practice in an EFL Context: A
Qualitative Study. International Journal of English Linguistics, 6(7), 48.
Ayu, C., Mudjiran, M. & Refnaldi, R. Developing a guided discovery model based on reflective teaching to improve students’ short essay writing skills, Linguistics and Culture Review 6 (2022 Jan 23) 422–433.
Bailey, J., & Johnson (1999). "The ties that bind and the shackles that separate: Race, gender, class, and color in a research process." International Journal of Qualitative Studies in Education 12.6 (1999): 659-670.
Baleghizadeh, S., & Shakouri, M. (2014). The effect of gender and teaching experience on Iranian ESP instructors' teaching styles. Journal of Education and Human Development, 3(2), 979-989. http://jehdnet.com/journals/jehd/Vol_3_No_2_June_2014/59.pdf
Baniasad-Azad.et al (2016). Baniasad-Azad, S., Tavakoli, M., & Ketabi, S. (2016). EFL teacher education programs in Iran: The absence of teachers’ involvement. Iranian Journal of Applied Linguistics, 19(2), 61–86.
Copeland, D., Birmingham,C., Cruz,D.L., & Lewin,B,. (1993). The reflective practitioner in teaching: Toward a research agenda Teaching and Teacher Education. Volume 9, Issue 4, August 1993, Pages 347-359
Dağkıran, I. (2015). Post-method pedagogy and reflective practice: Current stance of Turkish EFL teachers. İhsan Doğramacı Bilkent University, Ankara.
Dewey, J. (1933). How we think: A re-statement of the relation of reflective thinking in the educative process. Chicago: Henry Regnery.
Dinkelman, T. (2000). An inquiry into the development of critical reflection in secondary student teachers. Teaching and Teacher Education, 16, 195-222.
Dixit, M.N. (2017). Reflective Teaching of Secondary Teachers in relation with their Attitude towards Action Research and Some Other VariableEducational Quest: An Int. J. of Education and Applied Social Science: 8(3), pp. 1-8.
Danielson, L. (2009). Fostering reflection. Retrieved from: www.ascd.org.
Farrell, T. S. C. (1999). Farrell, T. (1999). Understanding reflective teaching. Teaching and Learning, 19(2), 52-63.
Farrell, T. S. C. (2004). Reflective practice inaction: 80 reflective breaks for busy teachers. Thousand Oaks, CA: Corwin Press.
Farrell, T. S. C. (2007). Reflective language teaching: From theory to practice. London and New York: Continuum.
Farrell, T. S. C. (2008). Reflective practice in the professional development of teachers of adult English language learners. CAELA network brief [online]. Retrieved from http://www.cal.org/caela network/resources/reflectivepractice.html
Farrell, T.S. Kennedy, B. (2019). Reflective practice framework for TESOL teachers: one teacher’s reflective journey, Reflective Pract. 20 (1) (2019 Jan 2) 1–2.
Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39, 1–12
Farrell, T. (1999). Understanding reflective teaching. Teaching and Learning, 19(2), 52.
Flavell, J.H. (1979) 'Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry'. American Psychologist, 34 (10), pp. 906-911.
Gelfuso, D., & Dennis,V. (2014). The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education 38, 1-11.
Gencer, A. S., &Cakiroglu, J. (2007). Turkish Pre-service science teachers' efficacy Beliefs regarding science teaching and their beliefs about classroom management. Teaching &Teacher Education, 23(5), 664-675. https://doi.org/10.1016/j.tate.2005.09.013
Ghaslani (2015) Ghaslani, R. (2015). The Effect of Gender and Age on Iranian EFL Teachers` Reflectivity. Journal of Academic and Applied Studies, 5(3), 25-38.
Goodman, J. (1988). Constructing a Practical Philosophy of teaching: A Study of re-service teachers' professional perspectives https://doi.org/10.1016/0742- 051X(8890013-3content.
Gheith, E., & Aljaberi, N. (2018). Reflective teaching practices in teachers and their attitudes toward professional self-development. International Journal of Progressive Education,14 (3), 161- 180.
Hatton, N., & Smith, D. (1995) Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 22–49. https://doi.org/10. 1016/0742-051X (94)00012-U
Hawley, W., & Valli, L. (2007). Design principles for learner-centered professional development. In W. Hawley with D. Rollie (Eds.), The keys to effective schools: Educational Reform as continuous improvement (2nd ed., pp. 117-137). Thousand Oaks, CA: Corwin
Janebi E.et al (2015) Janebi Enayat, M., Davoudi, M., & Dabbagh, A. (2015). Critical thinking instruction in Iran’s ELT curriculum: To be or not to be? International Journal of English Language & Translation Studies, 3(4), 29–41.
Karadag, M., & Sadik, F. (2012). Investigation of social studies teachers‟ Reflective thinking levels in terms of socio-demographic characteristics (an example of Şanliurfa province). Cukurova University Faculty of Education Journal, 41(2), 29-42.
Keshavarzi, S., & Falahati Qadimi Fumani, M. R. (2015). The Impact of Teachers‟ Reflectivity and Gender on Their Intellectual Excitement and Interpersonal Teaching Style. Theory and Practice in Language Studies, 5 (3), 525-534.
Kömür, Ş., & Gün, S. (2016). English language teachers’ reflective practices for understanding their teaching processes. The Journal of Language Teaching and Learning, 6(2), 14-27.
Lavoué, E., Molinari, G., Prie, Y., & Khezami, S. (2015). Reflection-in-action markers for reflection-on-action in computer-supported collaborative learning settings. Computers& Education, 88, 129–142.
Lee, H. J. (2005). Understanding and assessing pre-service teachers’ reflective thinking. Teaching and Teacher Education, 21, 699-715.
Liou, H.C., (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC. System, 29, 197-208.
Malmir, A., & Mohammadi P. (2018). Teachers’ reflective teaching and self-efficacy as predictors of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy (RELP), 6(1), 117-138.
Martin, K.N. & Baldwin, B. (1993). Validation of an Inventory of Classroom Management Style: Differences Between Novice and Experienced Teachers. Southeastern Louisiana University Paper presented at the Annual Conference of the American Educational Research Association, Atlanta, GA., April, 1993
Minott, M.A. (2010). Reflective teaching and how it aids in coping with heavy workloads, mandated policies and disagreements with colleagues. Current Issues in Education, 13(1), 65-81.
Moradkhani, S., & Shirazizadeh, M. (2017). Context-based variations in EFL teachers’ reflection: The case of public schools versus private institutes in Iran. Reflective Practice, 8(2), 206-218.
Mostafavi, M., Shokrpour, N., & Afraz, S. (2022). The Relationship between Iranian teachers' experience and education, and their written feedback on their students' papers. Teaching English Language, 16(2), 31-62. Doi:10.22132/tel.2022.15483
Murphy, J.M., (2001). Reflective teaching in ELT. In: Celce-Murcia, M. (Ed.), Teaching English as a Second or Foreign Language. Heinle & Heinle, Boston, pp. 499e514.
Nikoopour, J. (2013). The Relationship Between Reflectivity of Foreign Language Teachers with Iranian Students' Achievement. Journal of Language Sciences & Linguistics. 1(1), 9-02, https://www.researchgate.net/publication/344268821
Neil,S. (2002). Challenging Current Notions of “Highly Qualified Teachers” through Work in a Teachers’ Inquiry Group. Sage Journals. Journal of Teacher Education. 54(5), (pp.386-398).
Noormohammadi, S. (2014). Teacher reflection and its relation to teacher efficacy and autonomy. Procedia-Social and Behavioral Sciences, 98, 1380-1389.
Nosratinia, M., Zaker, A. &Saveiy, M. (2015). Higher-order thinking and individualized learning: Meta cognitive awareness and self-efficacy among EFL learners. The Iranian EFL Journal, 11(1), 189-207
Odeh, Z., Kurt, M., & Atamtürk. N. (2010). Reflective practice and its role in stimulating personal and professional growth. Papers presented at International Scientific Seminars and published in Proceedings. Retrieved December 10, 2013 from http://www.qou.edu/conferences/ first National Conference/ pdf Files/zaidOdeh.pdf.
Otienoh, O. R. (2011). Teachers' lack of deeper analytical reflections: Who is to blame? Reflective Practice: International and Multidisciplinary Perspectives, 12(6), 733-747.
O’Donnell, A. M., Reeve, J., & Smith, J. K. (2012). Educational psychology. Reflection for action. Hoboken, NJ: John Wiley & Sons.
Pazhoman, H. & Sarkhosh, M. (2019). The relationship between Iranian high school teachers’ reflective practices, their self-regulation and teaching experience. International Journal of Instruction 12(1), 995-1010.
Poyraz, C., &Usta, S. (2013). Investigation of pre-service teachers' reflective thinking tendencies in terms of various variances. International Journal on New Trends in Education and Their Implications, 14(12), 126-136.
Rahimi, M., & Asadollahi, F. (2012). Teaching styles of Iranian EFL teachers: Do gender, age and experience make a difference? International Journal of English Linguistics,2(2), 157-164. doi:10.5539/ijel. v2n2p157
Rezai, A., Namaziandost, E., & Çakmak, F. (2022). Job satisfaction of Iranian EFL teachers: Exploring the role of gender, education level, teaching experience, and service location. Teaching English Language, 15(2), 201-228. https://doi.org/10.22132/tel.2022.142825
Richards, J. C. (2004). Towards reflective teaching. The Language Teacher, 33, 2–5
Richards, J.C., Farrell, T., (2005). Professional Development for Language Teachers. Cambridge University Press, New York.
Richards, J.C., Lockhart, C., 1994. Reflective Teaching in Second Language Classrooms. Cambridge University Press, New York.
Schön, D.A. (1983). The reflective practitioner: How professionals think in action.
Shanmugavelu, G., Parasuraman, B., Arokiasamy, R., Kannan, B, and Vadivelu, M. (2020). The Role of Teachers in Reflective Teaching in the Classroom. Shanlax International Journal of Education,8(3). Pp.30-33.
Sheikhbanooie, M., & Farahian, M. (2021). Construction and validation of barriers to Iranian ESP instructors’ reflective practice scale. Journal of Applied Research in Higher Education. https:// doi. org/ 10. 1108/ JARHE- 02- 2021- 0057
Soodmand, H. Afshar, M. Moradifar (2021). The structural interplay between critical cultural awareness, institutional identity, self-efficacy, reflective teaching, and job performance of EFL teachers, International Journal of Society, Culture & Language 9 (1) (2021 Mar 1)14–29.
Soodmand Afshar, H., &Farahani, M. (2018). Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception. Reflective Practice, 19(1), 46-67.
Swanson, H. Lee, James E. O’Connor, & John B. Cooney. (1990)."An information processing analysis of expert and novice teachers’ problem-solving." American Educational Research Journal27.3: 533-556.
Tajik, L., & Ranjbar, K. (2018). Reflective teaching in ELT: Obstacles and coping strategies. Journal of Research in Applied Linguistics, 9(1), 148-169.
Xiaojing, X., Badakhshan, E. Fathi, J. (2022) Exploring teacher reflection in the English as a foreign language context: testing factor structure and measurement invariance, Front. Psychol. 12 (2022 Feb 10) 6708.
Stevens, J.P. (2009). Applied multivariate statistics for social sciences. (5th ed.). NY: Routledge.
Unal,Z., & Uhan, A. (2012). The impact of years of teaching experience on the classroom management approaches of elementary school teachers. International Journal of Instruction, 5(2), 41-60.
Yayli, D. (2009). Reflective practices of pre – service teachers in a listening skill course in an ELT department. Procedia Social and Behavioral Sciences, 1(5), 1820–1824.
Zahid, M., & Khanam, A. (2019). Effect of reflective teaching practices on the performance of prospective teachers. Turkish Online Journal of Educational Technology TOJET, 18(1), 32-43.
Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3-9.