|
" The Effects of Reflective Teaching on EFL Teachers' Performance in Iranian Contexts "
| Document Type
|
:
|
Latin Dissertation
|
| Language of Document
|
:
|
English
|
| Record Number
|
:
|
155530
|
| Doc. No
|
:
|
7197p
|
| Call number
|
:
|
7197
|
| Main Entry
|
:
|
Ferdowsi, Maryam
|
| Title Proper
|
:
|
The Effects of Reflective Teaching on EFL Teachers' Performance in Iranian Contexts
|
| Supervisor
|
:
|
; Afghari, Akbar
|
| College
|
:
|
Isfahan (Khorasgan)
|
| Date
|
:
|
, 2014=1393
|
| Degree
|
:
|
M.A
|
| field of study
|
:
|
, Teaching English
|
| College
|
:
|
, Isfahan (Khorasgan)
|
| student score
|
:
|
, 1393/06/16, 1392/00/00
|
| Page No
|
:
|
viii, 63p.
|
| Note
|
:
|
830
|
| Abstract
|
:
|
Reflective teaching is a valuable teaching approach in which teachers collect information about their own classes and pay attention to their behaviors and teaching strategies critically. Hence, teachers can evaluate themselves and find their strength and weakness. In the present study, the effects of reflective teaching on teachers' performance were investigated. The main purpose of this research study was to investigate whether reflective teaching played a role in teaching performance among Iranian EFL teachers or not. This study bridged the quantitative and qualitative methodologies. The sample consisted of 5 female EFL teachers from two language institutes in Esfahan. In the first session, all the participants were interviewed and were asked to complete a 42-item questionnaire. Afterward, their classes were observed by the researcher and whole class process was audio-recorded. The participants were required to listen to their class audio-records and the second interview session was conducted. During this session, the participants were interviewed about their feedback and ideas about their own classes and afterward, they got familiar with reflective teaching principles and tools. At the end of the semester this process was conducted again. Their classes were observed and audio-recorded, the teachers listened to their class audiotapes, and the third interview session was held; in that session, all the participants were supposed to express their opinions about the reflective teaching and its effect on their performance. Subsequently, the participants were asked to fill out the same questionnaire. Finally, the scores of their students before and after applying reflective teaching practice were collected and analysed. The statistical analysis of data included the application of Wilcoxon Signed Ranked Test and t-test. The analysis of both students and teachers' data revealed that there was a significant difference between the performances of the teachers prior to and after the treatment. According to these results, the majority of participants emphasised the effect of reflective practice on their communication patterns in the classroom, the affective climate of the class, classroom management, error correction, teachers' techniques and strategies, and their professional development..
|
| Title and statement of responsibility and
|
:
|
The Effects of Reflective Teaching on EFL Teachers' Performance in Iranian Contexts [Thesis]; Afghari, Akbar
|
| Internal Bibliographies/Indexes Note
|
:
|
Bibliography :p. 48-53
|
| |