Reflection in Language Teaching: A Comparison between Preservice and Experienced Teachers of English

Autor/in	Kayapinar, Ulas
Titel	Reflection in Language Teaching: A Comparison between Preservice and Experienced Teachers of English
Quelle	In: Educational Research and Reviews, 13 (2018) 23, S.754-763 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Preservice Teachers; Experienced Teachers; English Teachers; Comparative Analysis; Reflective Teaching; Elementary School Teachers; Differences + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Unterscheiden
Abstract	Teachers' ability to reflect on their performances or reflective teaching has been commonly used and accepted in the educational contexts. However, it has not become a content item or a course in educational curricula so far. For this reason, reflective abilities of teachers or preservice teachers cannot be measured, and there is limited feedback on their reflective performances in the teaching and learning process. The purpose of this study is to provide evidence of reflection and reflective skills of preservice teachers of English (PTE) along with experienced teachers of English (ETE) by measuring the use of reflection in different settings such as classroom settings, colleagues and management settings. Reflection-oriented reactions of ETE and PTE to possible complexities or problematic situations were scored by using Teacher Reflection Scale to reveal if they are reflective practitioners or not. The data were collected from 298 volunteer PTE and 293 ETE. Statistical analyses give evidence that ETE participants reflect more than PTE participants. Among PTE, participants mostly reflect in classroom and colleagues' settings, but not in management settings. Besides, ETE participants also reflect in classroom settings, but not in collegial setting. They prefer to reflect within management setting. Compared to PTE, there is evidence that more ETE in teaching and learning environments reflect on their practices. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01