Reflective Teaching Essay

900 Words4 Pages
From the viewpoints presented in this section, it can be said that constructivist teacher learning and professional development have parallel nature and feature to constructivist young learners’ learning. It can also be said that as modern approach to instruction and teacher CPD, reflective teaching is consistent with constructivist theories of instruction and teacher CPD. Thus, the researcher believes that the principles of constructivist theory are applicable to this study which considered EFL teachers as active and self-directed adult learners through reflection that involves them teaching and at the same time learning and developing professionally while they were in their own authentic work context.

In the context, they are active beings
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This individualized reflection caters for their differences: differences in teaching experiences, expertise, needs, level of qualification, teaching contexts, personality traits, and so on. In other words, it gives them the opportunity to self-regulate their learning and development on their own in their workplace by using different reflective strategies which they think are appropriate for this individual reflective…show more content…
It informs the research objectives which attempt to address input and output aspects in this study context; that is, conditions for teachers’ reflective teaching, as inputs for their practice and their overall engagement in reflective teaching and its implications for teachers’ CPD and quality EFL teaching, as outputs of their reflection.

It also informs the methodological process of the study. Because the study will attempt to maintain triangulation which involves sharing and checking information about the research problem, it will enable the researcher to construct valid and reliable picture of the study. In this regard, triangulation of methods will enable him to have deeper view and understanding of the problem as both qualitative and quantitative data will build on and support each

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