Curriculum Development
Nazanin Ghasemi; Marzieh Dehghani
Abstract
Reflection and teaching are two inseparable concepts and the combination of these two has led to the formation of the concept of reflective teaching. In reflective teaching, teachers think about the entire teaching-learning process that takes place in the classroom. The purpose of this study is to explore ...
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Reflection and teaching are two inseparable concepts and the combination of these two has led to the formation of the concept of reflective teaching. In reflective teaching, teachers think about the entire teaching-learning process that takes place in the classroom. The purpose of this study is to explore different aspects of teachers' reflective teaching at school.This study was conducted using Qualitative approach and Meta-Synthesis method. In the Meta-Synthesis, the seven-step method of Sandeliski and Barroso (2006) was used, which includes some processes like; setting research questions, systematic review, finding out and selecting basics, extracting and analyzing findings, analysis and synthesis, quality control and presenting meta-synthesis.The research findings showed reflective teaching mainly has three aspects. One of them is various dimensions of reflective teaching; which include having reflection before the act of teaching, during the teaching, and after the teaching. The second aspect refers to reflective teaching strategies like; observing own self-performance of teaching, students' feedback, action research, journalling, using portfolio, and collaboration with colleagues in teaching. The third and last aspect is related to the requirements of reflective teaching, which is included professional, personal, and socio-cultural factors. The meta-Synthesis showed that teachers' reflective teaching in school is a complex and multi-dimensional practice. Teachers' reflection in reflective teaching is not limited to reflection before teaching, they reflect on the teaching and learning process during and after teaching. Using different strategies, teachers look at teaching and learning from different perspectives, including themselves, students, and colleagues. Of course, reflective teaching of teachers in school requires requirements such as personality factors, professional factors, and socio-cultural factors. For reflective teaching, teachers must have unique personality traits such as patience, criticism, and flexibility. Professional factors related to teachers' reflective teaching also include things such as how to face teaching and learning issues, providing learning opportunities, and how to communicate with students. Socio-cultural factors are another requirement of reflective teaching, which is related to the existence of a suitable social and cultural atmosphere for the interaction of teachers with students, the interaction of teachers with each other, and school staff.
Mohammad Reza Atai; Mohammad Gheitanchian
Abstract
Recently, interest in research on EFL teaching, CLT-based methodology and materials, and post-method pedagogy has gain momentum in the Iranian mainstream education. This study was conducted; 1) to explore EFL teachers’ attitudes towards the present EFL methodologies and content of high school textbooks; ...
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Recently, interest in research on EFL teaching, CLT-based methodology and materials, and post-method pedagogy has gain momentum in the Iranian mainstream education. This study was conducted; 1) to explore EFL teachers’ attitudes towards the present EFL methodologies and content of high school textbooks; 2) to examine any probable relationship between teachers’ attitudes towards post method pedagogy and their students’ achievement; and 3) to probe any correlation between the teachers’ instructional experience and their attitudes towards the present teaching methods and materials. To this end, a questionnaire was designed to elicit EFL teachers’ beliefs. The subjects were 594 Iranian EFL teachers selected from different cities all over Iran. After the administration of the questionnaire, the data were analyzed through descriptive and inferential statistical procedures. The results indicated that: a) the Iranian EFL teachers hold different patterns of attitudes towards the dominant teaching methods and content of high school English textbooks, b) there is no relationship between the teachers’ positive or negative attitudes towards post method and their students’ achievement, and c) more experienced teachers’ attitudes are different from the attitudes held by less-experienced ones
