Reflective Teaching And Teacher Motivation

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As the behaviorist and positivist view replaced the former cognivist and constructivist view in the second half of the twentieth century, a shift in language learning and teaching took place during the second half of the twentieth century which later led to the appearance of socio-cultural perspectives in the 1990s. As Cunningham (2001) explains, learning is viewed as an active process where learners and teachers reflect upon their current and past knowledge and experiences to generate new ideas and concepts. As the role of teachers in the success of all education programs is receiving more attention, teacher motivation has moved to the center of attention of many studies in the field of ELT. Motivated teachers are regarded as more successful ones since they are committed to professional development and convey their enthusiasm to their students. The researcher was interested to see if there is a relationship between practicing reflective teaching and teacher motivation and if this type of practice could have positive or negative impact on the level of practicing EFL teachers’ motivation. To investigate the implication of reflective teaching on teachers’ motivation, the researcher invited 60 practicing teachers from different private language schools in Tehran to participate in this research. They were invited to share their thoughts and concerns about their practice before experimenting reflective practice based on which their level of motivation was gauged. They were then

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