Reflective teaching and its impact on foreign language teaching

Reflective teaching and its impact on foreign language teaching

1. Historical background

   • John Dewey
     • Richardson (1990) stated John Dewey 1909
       • a moral individual reflect upon the actions and their consequences
     • Leitch and Day (2000)
       • reflective practitioner involves
         • stopping
         • slowing down
         • noticing
         • examining
         • analyzing
         • inquiring
     • Donald Schön (19803)
       • reflective thinking
         • reflection-in-action
           • thinking and doing
         • reflection-on action
           • performance in order to gain knowledge from experience

2. Theory vs. practice

   • Collin (1996)
     • reflective practice
       • Questioning
       • open mind
       • Comparing and contrasting
       • Seeking the framework
       • Viewing from various perspectives
       • ideas and points of view
       • Using prescriptive models
       • Considering consequences
       • Hypothesizing
       • Synthesizing and testing
       • identifying and resolving problems
   • Richert (1990)
     • ability to think about what one does and why
   • brings flexibility
   • practitioners examine successes and failures
   • promote self-awareness
   • brings professionalism

3. Reflective teaching as professional development

   • novice teachers become more aware of decision-making
   • Beyer (1984)
     • provide sufficient ‘real life’ experience
   • Dewey (1933)
     • critical reflection is the most important quality a teacher (pre-service or in-service) may have
   • reflective inquiry should start at (training stage)
   • Zeichner and Liston (1987)
     • include reflective inquiry as part of their curriculum
       • train student teachers
         • who are able to reflect on the origins and consequences of their actions
   • helps self-directed growth
   • In-service teachers
     • should bring a change in classroom settings guided by reflection, inquiry and critical thinking
   • Barlett (1990)
     • pre-service and in-service practitioners
       • preliminary stage
         • What do I do as a teacher?” to self-inquire as an individual and internally observe beliefs, attitudes, methodologies
       • second stage
         • “What did I intend? what his/her aims were in the teaching/learning process
       • third stage
         • How did I come this way?” uncover situations and engage into discussions and reflection with colleagues by sharing ideas and thoughts
       • fourth stage
         • inquire on new ways of teaching “How might I teach differently?”
       • fifth stage
         • “What and how shall I teach now?” implement new practice, observe, analyze and evaluate it
   • Simmons and Schuette (1988)
     • truly reflective teacher is one who
       • critically considers contextual and pedagogical factors
       • seeks evidence about the results and continues to modify these decisions
   • Wallace (1991)
     • a teacher education course should include
       • Received knowledge
       • Experiential knowledge

4. Reflective teaching in foreign language contexts

   • make appropriate judgments and decisions
   • reflective observation builds the groundwork for better relationships among colleagues based on mutual support and respect
   • formation of reflective inquiry groups to ensure positive changes in (ELT)
   • reflective teaching facilitates meaningful thought and discussion among peers

5. Suggested procedures for reflective teaching in EFL contexts

   • involves collaborative action research Cruickshank & Applegate (1981)
     • through critical thinking, identification of classroom situations, planning, observation, reflection, and intervention

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