Reconceptualizing the Main Factors of Reflection-for-Action in an Iranian EFL Context

International Journal of Foreign Language Teaching and Research

دوره 9، شماره 38، دی 2021، صفحه 135-154   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.52547/JFL.9.38.143

نویسندگان

Nazanin Forghani؛ Mohammad Bavali^* ؛ Ehsan Hadipour Fard

Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran

چکیده

Reflection is a key component of teacher development by which teachers can gain an understanding of the teaching knowledge, connect theory to practice and develop teaching skills. This study aimed to investigate the underlying structure of the items that make up ‘reflection-for-action’ in an Iranian EFL context. To present a framework for research and highlight the components of reflection-for-action, this study developed and validated a teacher reflection-for-action questionnaire. To this end, ten components were identified after undertaking a comprehensive review of the literature and conducting interviews with domain experts on Reflection. Then a draft version of the Reflection questionnaire, consisting of 49 items, was pilot tested with 200 teacher evaluators, who were working for various English language institutes and universities in Iran. The results, using Exploratory Factor Analysis (EFA), led to a 38-item questionnaire with strong estimates of reliability and validity. The results also demonstrated that the questionnaire consisted of a seven-factor structure of collaboration, motivation, perception, experience, academic qualification, professional development, and efficacy. Consequently, Confirmatory Factor Analysis (CFA) was carried out with another 200 Iranian EFL teachers to check the fitness of the proposed model. The result of CFA indicated that the model enjoyed a satisfactory level of goodness of fit, showing that the seven-factor were not the result of random variance in the learners’ responses. Finally, statistical results are discussed and implications are provided.                                                                                                                            
 

کلیدواژه‌ها

Confirmatory Factor Analysis؛ Exploratory Factor analysis؛ Reflection-for-Action

مراجع

Akbari, R., Bhezadpour, F. & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227.                                                                   

Akbari, R. (2008). Post method discourse and practice. TESOL Quarterly, 42(4), 78-83.

Akbari, R., (2007). Reflection on Reflection: A Critical Appraisal of Reflective Practice in L2 Teacher Education. System, 35(2), 192-207.

Akyel, A. (2000). Collaboration to explore teaching: A case study. TESL Canada Journal, 18(1), 58-74.

Alrababi, F. (2014). The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied linguistics, 1-28.

Aukes, C., Geertsma, J., Cohen-Schotanus, J., Zwierstra, R., & Slaets, P.J. (2007) “The development of a scale to measure personal reflection in medical practice and education”. Medical Teacher. 29, 177–182.

Babaei, M., & Abednia, A. (2016). Reflective Teaching and Self-Efficacy Beliefs: Exploring Relationships in the Context of Teaching EFL in Iran. Australian Journal of Teacher Education, 41(9).                                                                                                                           

Bleakley, A. (1999) From Reflective Practice to Holistic Reflexivity. Studies in Higher Education, 24, 315–330.

Bright, B. (1996). Reflecting on reflective practice. Studies in the Education of Adults, 28(2), 162–184.

Bond, D. & Keogh, R. & Walker, D. (1985). Reflection: Turning Experience into Learning. London: Kogan Page.                                                                                                                     

Brookfield, S. (2004). The getting of wisdom: What critically reflective teaching is and why it’s important.                                                                                                                               

Bulman, C., & Schutz, S. (2004). Reflective practices in nursing (3rd Ed). U.K: Blackwell Publishing.

Cornford, I. R. (2002). Reflective teaching: empirical research findings and some implications for teacher education. Journal of Vocational Education & Training, 54(2), 219-236. http://dx.doi.org/10.1080/13636820200200196

Davydov, V.V. (1995). The influence of L. S. Vygotsky on education theory, research, and practice. Educational Researcher, 4(3), 12-21.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin.                                                                                    

Duthilleul, Y. (2005), “Lessons learnt in the use of contract' teachers, International Institute for Educational Planning, UNESCO.                                                                                                

Elliott, J. (1991). Action research for educational change. Buckingham: Open University   Press.                                                                                                                                          

Erginel, S. S. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education (Doctoral dissertation). The graduate school of social sciences of Middle East Technical University.

Farrell, T. (2013), Reflective teaching: Principles and practice. English Teaching Forum,    41(4), 14-21. 

Fathi, J., & Behzadpour, F. (2011). Beyond method: The rise of reflective teaching. International Journal of English Linguistics, 1(2), 241-252.                                                     

Ferraro, J.M. (2000). Reflective practice and professional development. ERIC Digest, 4(4), 9-12.

Fornell, C., and Larcker,D. F.(1981) "Evaluating Structural Equation Models with Unobservable Variables and Measurement Error". Journal of Marketing Research, 39-50        

Freeman, D. (1989). Teacher training, development, and decision making: a model and      related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45.                  

Ghasemzadeh, S. (2019). Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout. Issues in Language Teaching (ILT), 8(2), 25-50.                                                                          

Giaimo-Ballard C., & Hyatt L. (2012). Reflection-in-action teaching strategies used by     faculty to enhance. Teaching and learning. Networks: An Online Journal for Teacher Research, 14(2), 1-11.                                                                                                                  

Grant, A., Franklin, J., & Langford, P. (2002) “The self-reflection and insight scale: a new measure of private self-consciousness”. Social Behavior and Personality. 30(8), 821– 836.

Habibpour, K. & Safari, R. (2012). Comprehensive SPSS Application Guide in Survey Research. Tehran University.                                                                                                        

Hair, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2018). Advanced issues in partial least squares structural equation modeling (PLS-SEM). Thousand Oaks: Sage.                        

Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., & Thiele, K. O. (2017). Mirror, mirror on the wall: A comparative evaluation of composite-based structural equation modeling methods. Journal of the Academy of Marketing Science, forthcoming.                                       

Henseler, J., Fassott, G., Dijkstra, T.K. and Wilson, B. (2016), “Analysing quadratic effects of formative constructs by means of variance-based structural equation modelling”. European Journal of Information Systems, 21(1), 99-112.                                                                      

Huang, N.  (2008). On instantaneous frequency, Adv. Adapt. Data Anal., in press.                                                                                                                                                                  

Jasper, M. (2013). Beginning reflective practice (2nd). Cheltenham: Nelson Thornes.       

Karadag, M., & Sadik, F. (2012). Investigation of social studies teachers‟ reflective thinking levels in terms of socio demographic characteristics (an example of Sanliurfa province). Cukurova University Faculty of Education Journal, 41(2), 29-42.                                                    

Karimi Allvar, N. (2008). How we think: A restatement of the relation of reflective thinking to the education process. Washington, DC: Health, & Co., Boston.                                           

Kember, D., Doris, Y.P., Leung, A., Alice, Y. L., & Yeung, E. (2000) “Development of a questionnaire to measure the level of reflective thinking”. Assessment & Evaluation in Higher Education. 25(4), 381–395.

Mathew, N. G. (2017). Reflective classroom practice for effective classroom instruction. International Education Studies, 5(3), 205-207.                                                                              

Mulford, B. (2003). Leadership for organisational learning and improved student outcomes - what do we know? NSIN Research Matters. 15, 1-8.

Núñez, A., & Téllez, M. F. (2008). Meeting students’ needs. Enletawa Journal, (1), 65-68.     

Odeh, Z., Kurt, M., & Atamtürk, N. (2010). Reflective practice and its role in stimulating personal and professional growth. Retrieved September 25, 2015, from the World http://www.qou.edu/english/conferences/first                                                                            

Pacheco, A.Q. (2005). Reflective Teaching and its Impact on Foreign Language Teaching. Revista Electrónica "Actualidades Investigativas en Educación", 5, 1-19.

Razaeyan, M. & Nikoopour, J. (2013).The relationship between reflectivity of foreign language teachers with Iranian students’ achievement. Journal of Language Sciences & Linguistics, 1(1), 9-20.

Richards,J.C.,&Farrell,T.S.C.(2005).Professionaldevelopmentforlanguageteachers.Cambridge, UK: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667237.

Richards, J. C., & Lockhart, C. (1999). Reflective teaching in second language classrooms. New York: Cambridge University Press.                                                                                    

Richards, J.  (1991). Teacher development through peer observation. In press. TESOL Journal.                                                                                                                                         

Salmani-Nodoushan, M., A., (2007) Language Teaching: State of the Art. The reading matrix, 6(2), 125-140.  

Schön, D. A. (1987). Educating there reflective practitioner. San Francisco, US: Jossey-Bas  

Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action.                 Shaheen, S. A. (2012) North American Carsharing: 10-year retrospective. Transportation Research Record, 21(10), 35–44.                                                                                                 

Sobral, T. (2001) “Medical students’ reflection in learning in relation to approaches to study and academic achievement”. Medical Teacher 23, (5), 508–513.

Soodmand AFfshar, H., & Farahani, M. (2014). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom. International        Journal   of Instruction, 5(1), 167-182.                                                                                                           

Seitova, M. (2019). Student teachers’ perceptions of reflective practice. International Online Journal of Education and Teaching (IOJET), 6(4). 765-772.

Tabachnick, B.G. & Fidell, L.S. (2001) Using Multivariate Statistics. 4th Edition, Allyn and Bacon, Boston.                                                                                                                             

Tajik, L., & Ranjbar, K. (2018). Reflective teaching in ELT: Obstacles and coping strategies. Journal of Research in Applied Linguistics, 9(1), 148-169.                                      

Tenenhaus, M., Vin, E., Chatelin, Y. M., & Lauro, C. (2005) PLS path modeling. Comput Stat Data Anal 48(1).159–205.                                                                                                     

Tok, T. N. & Dolapçıoğlu, S. D. (2013). Views of the novice teachers regarding planning and implementing the plan. International Journal of Educational Research. 1 (4), 27-34.                Tseng, W. T. (2006). A Survey of University Students’ Vocabulary Knowledge in Taiwan. Unpublished Master Thesis, University of Nottingham.                                                                                                                                                                                       

Wallace, M. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press.

Wen, V., Ye, L. (2007). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.                                                                                                                           

Wetzels, M., Gaby, O. S., & Claudia, V. O. (2009). “Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration”. MIS Quarterly, 33 (1), 177-195.                                                                                                                                 

Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5–22.

Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation n Education, 11(4), 57-67.                                                                                                              

Yuan, R. & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.                                                                        

Zeichner, K. M. (2013). Reflective Teaching an Introduction. New York. Routledge.

Zeichner, K.M. (2007). Reflective teaching. Mahwah, NJ: Lawrence Erlbaum Associates.