SavedAdd your journal

Journals / Eurasian Journal of Educational Research / 2018 / Cilt: 18 - Sayı: 77

Reflective EFL Education in Iran: Existing Situation and Teachers’ Perceived Fundamental Challenges

Mohammad ALIAKBARI
Maryam ADIBPOUR
Pages
129–144
Publication Date
2018-09-20
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Implications for Research and Practice: Indicating an inappropriate situation, the results implied the necessity for change in teacher education programs and highlighted the role of the Ministry of Education in facilitating teacher reflection.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Purpose: The significance of reflective teaching has been widely underscored in the literature.
📊
Key Findings & Data:The data were collected from 176 high school teachers.
💡
Conclusion & Impact:Implications for Research and Practice: Indicating an inappropriate situation, the results implied the necessity for change in teacher education programs and highlighted the role of the Ministry of Education in facilitating teacher reflection.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:reflective teaching · current status · EFL teachers

Abstract

Purpose: The significance of reflective teaching has been widely underscored in the literature. A primary consideration concerning the actualization of teacher reflection is seeking existing challenges to the approach and planning to handle them. This study sought to explore the current status of reflective teaching among Iranian EFL teachers and their perception of fundamental challenges to teacher reflection. Methods: Adopting a mixed-method approach, this study took advantage of questionnaire and open-ended survey. The data were collected from 176 high school teachers. To indicate whether any significant discrepancy existed between the expected and observed behaviours, chi-square goodness-of-fit test was run at item level. Concerning the data collected through the open-ended survey, the recurrent themes were identified, and the major categories of challenges, subcategories, and their frequency of being mentioned were extracted. Findings: The results of chi-square goodness-of-fit test were statistically significant in 28 items out of 29, that is, there were significant discrepancies between the expected and observed behaviours in case of 28 dimensions of teacher reflection included in the instrument. Following the thematic analysis, five main categories of obstacles were extracted, including the obstacles relevant to teachers, students, educational system (macro and micro level), political system, and parents. In terms of frequency, the categories of educational system and teacher-relevant obstacles were the first and second most frequently mentioned categories. Implications for Research and Practice: Indicating an inappropriate situation, the results implied the necessity for change in teacher education programs and highlighted the role of the Ministry of Education in facilitating teacher reflection.

🔖

Cite This Article

ALIAKBARI, M., ADIBPOUR, M. (2018). Reflective EFL Education in Iran: Existing Situation and Teachers’ Perceived Fundamental Challenges. Eurasian Journal of Educational Research, Cilt: 18 - Sayı: 77, 129–144. https://ajindex.com/articles/31080

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (20)

  1. Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207.
  2. Akbari, R. (2008a). Postmethod discourse and practice. TESOL Quarterly, 42(4), 641-652.
  3. Akbari, R. (2008b). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283.
  4. Akbari, R., Behzadpour, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227.
  5. Akbari, R., Kiany, G. R., Naeeni, M., & Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL, 11(1), 1-27.
  6. Allwright, R. L. (1991).
  7. The death of the method. Lancaster, England: The Exploratory Practice Centre. Aukland, R. (1991). A review of the peer coaching literature. Journal of Staff Development, 12(1), 22–27.
  8. Bailey, K. M. (1997). Reflective teaching: Situating our stories. Asian Journal of English Language Teaching, 7(1), 1-19.
  9. Baleghizadeh, S., & Javidanmehr, Z. (2014). Exploring EFL teachers' reflectivity and their sense of self-efficacy. E-International Journal of Educational Research, 5(3), 19-38.
  10. Bartlett, L. (1990). Teacher development through reflective teaching. Second Language Teacher Education, 202-214.
  11. Bolton, G. (2010). Reflective practice: Writing and professional development. London: Sage. Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37–46.
  12. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  13. Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
  14. Dewey, J. (1933). How we think. Boston: D.C. Heath. Eslami, Z. R., & Fatahi, A. (2008).
  15. Teachers' sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. TESL-EJ, 11(4), 1-19.
  16. Farrell, T. S. C. (1998). ESL/EFL teacher development through journal writing. RELC, 29(1), 92-109.
  17. Farrell, T. S. C. (2008). Teaching reading to English language learners: A reflective guide. CA: Corwin Press.
  18. Farrell, T. S. C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19.
  19. Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27(2), 193-216.
  20. Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth,