Meaning Of Reflective Teaching
WHAT IS REFLECTIVE TEACHING?
With the rise of eclectic approach, reflective teaching was originally introduced to be the solution to bring the two camps of theoreticians and practitioners together (Akbari, 2007).The concept of reflective teaching refers to the extent to which EFL teachers contemplate and reflect on their own teaching experience in the classroom in order to improve their teaching skills.
At the heart of post-method pedagogy, which is characterized as a movement away from fixed methodological packages for teaching language toward a concern with teachers’ professional expertise, growth, wisdom, experience, learners’ need, the context of teaching and the political conditions of the environment in which teaching takes place (Richards, 2002; Kumaravadivelu, 2001), it refers to teachers’ moments of reflecting upon their previous experiences for developmental
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One important point to be kept in mind is that there doesn’t seem to be any clear-cut definition with respect to the concept of reflective teaching. The researcher trusts that Jay and Johnson’s (2002) definition of reflective teaching proposed by a group of teaching assistants who engaged in teaching the reflective seminars in their teacher education program is one of the most comprehensive ones. In this definition, reflection is addressed as a process which is both collaborative and individual which comprises of identifying questions and key elements of a matter and discussing them. Through this process, one reaches results which serve as basis of future changes in …show more content…
The impact was investigated by asking a group of 60 teachers from private language schools to practice reflective teaching for a period of two terms (total of 50 hours over the course of a season) and discuss its implications on them and their practice in interviews at the end of the period.
4. REFLECTION PROCESS
There are models of reflection introduced through literature which consider reflection content or reflection phases. Zeichner and Liston’s (1996) model of reflective teaching for instance, focuses more on reflection phases rather than reflection content. Their model consists of the following five dimensions:
a) rapid reflection which “is likely to be personal and private … in rapid reflection, teachers reflect immediately and automatically while they are acting,”
b) repair which “is still reflection-in-action, but here there is a quick pause for thought,”
c) review which “is interpersonal and collegial, and can happen at any time during or after the teacher’s work
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