The Effect of Reflective Teaching on Iranian EFL Students' Achievement: The Case of Teaching Experience and Level of Education

Autor/inn/en	Kheirzadeh, Shiela; Sistani, Nafiseh
Titel	The Effect of Reflective Teaching on Iranian EFL Students' Achievement: The Case of Teaching Experience and Level of Education
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 2, S.143-156, Artikel 8 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Reflective Teaching; Academic Achievement; Check Lists; Observation; Questionnaires; Educational Quality; Teacher Effectiveness; Correlation; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Experience; Teaching Methods; Educational Attainment; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Schulleistung; Checkliste; Beobachtung; Fragebogen; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsabschluss; Bildungsgut; Statistische Analyse
Abstract	High quality teaching, student learning, and students achievement is dependent on the skills teachers use and the existence of professional expertise such as teachers reflectivity. The purpose of this study was to see whether there was any relationship between Iranian EFL teachers reflectivity and their students' language achievement and whether there was any difference between teachers reflectivity, considering their teaching experience and level of education. For the study, 83 EFL teachers from nine language institutes in Isfahan, Iran, were randomly selected. Larrivee's (2008) reflectivity questionnaire, which classifies reflectivity into four levels: pre-reflection, surface reflection, pedagogical reflection, and critical reflection, was used for data collection; furthermore, an observation checklist, based on the questionnaire, was also used. Data analysis revealed that the more experienced the teachers, the more reflective they were; moreover, teachers with higher degrees were more reflective. In addition, there was a positive relationship between teachers reflectivity and students achievement. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01