Teachers’ reflectivity seems to have some impacts on students learning. Those teachers who have gained the knowledge of reflective practice are more likely to transfer the behavior to their students (Nolan & Huebner, 1989). They make to model this reflective attitude for their students and promote the reflective behavior in them (Nolan & Huebner, 1989). Reflective teachers build reflective learning environments to take advantage of students' strengths and make them more motivated in learning (Akbari, 2007). Accordingly, creating a reflective learning environment persuades students to be reflective, organized, and proactive about deep learning (Yost, Sentner, & Frolenza-Baily, 2000). In this regard, exposing students to reflective teaching can foster their interest in learning. Indeed, reflective teaching affects on students’ academic achievements (Rezaeyan & Nikoopour, 2013; Ghorban Dordinejad & Rashvand, 2014). It means that, by practicing reflection strategies teachers can develop their reflective ability and enhance their teaching and use new teaching strategies to involve the students and bring about positive changes in their learning (Pacheco, 2005). Therefore, reflection in teaching makes students much more motivated and productive in learning process (Akbari, 2007). Consequently teachers who use reflective teaching strategies in their classrooms try more to assist their students to think critically (Shermis, 1999). Reflective teachers gather data on their own teaching practice in the classroom to assess their practices, attitude, beliefs, values, morals, assumption, and also make use of the information collected as a source for critical reflection on teaching practice (Farrell, 2008).
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More precisely, reflective teachers evaluate, understand and learn through reflection on their own experiences and improve their performance (Johns, 1994). Reflective teachers examine and assess their teaching performance in order to make decisions rationally about any necessary changes to develop practices beliefs, practices attitudes, which result in student progress in learning. The reflective teachers use more learner-centered teaching approaches (Bowen, 2009). “They describe learning as an interactive process between students and teachers rather than teacher-centered learning environment” (Bowen, 2009). In addition, reflective teaching make possible and facilitate communication and discussion between colleagues about language teaching that will lead to significant change in English curriculum, pedagogy and assessment. Moreover, teachers with reflective may achieve their greater educational success through manifesting conscientious behaviors, including self disciplined, organized, self assessing and identifying both strength and weaknesses (Akbari et al., 2010). Along the same line, the term “reflective practice” was first coined by Shön (1983), as teachers’ reflection on their own teaching experiences and the way they react to the events. …show more content…
Shön (1987) presented the notions of “reflection in action and reflection on action” which distinguished between them as following:
“Reflection in action” is concerned with everyday challenges a teacher is encountered during the teaching and learning practice, and teacher’s capability to interpret, analyze, and offer solution for them in the classroom. In other words, reflection in action is the teacher’s ability to think, assess, and solve problems in complex and unpredictable situations.
The second type of reflection known as “Reflection on action” occurs after a teaching episode takes place, when teachers analyze the actions and events through mental reconstruction. Teachers think about what they did; evaluate how much prosperous they were and what teaching activity led to different outcomes (Shön, 1991). Therefore, the plain meaning of reflection is looking back and reflecting on their teaching practices and thoughts.
2.2 How Does Reflection Take Place? According to Richards (1990), there are some various approaches for promoting reflective practice and enabling teachers to think about their own teaching, including self observation of other observation, team teaching, and reviewing and exploring their viewpoints about teaching through writing. Therefore, Richards (1990) introduced three approaches to reflective teaching as following: 2.2.1 The Event Itself Lesson or other type of class instruction is the starting point of teaching language. Although critical reflection usually focuses on teacher’s own teaching, self-reflection can also be encouraged by observing other teachers’ teaching performance. 2.2.2 Recollection of the Event Reflective teaching at this stage means looking at what teacher do in the classroom, without assessment or description of what happened. Many different procedures are available at this phase of reflection, such as written descriptions of the event, a videotaping or audio-taping, or making use of check lists or coding systems to record every event details.
More precisely, reflective teachers evaluate, understand and learn through reflection on their own experiences and improve their performance (Johns, 1994). Reflective teachers examine and assess their teaching performance in order to make decisions rationally about any necessary changes to develop practices beliefs, practices attitudes, which result in student progress in learning. The reflective teachers use more learner-centered teaching approaches (Bowen, 2009). “They describe learning as an interactive process between students and teachers rather than teacher-centered learning environment” (Bowen, 2009). In addition, reflective teaching make possible and facilitate communication and discussion between colleagues about language teaching that will lead to significant change in English curriculum, pedagogy and assessment. Moreover, teachers with reflective may achieve their greater educational success through manifesting conscientious behaviors, including self disciplined, organized, self assessing and identifying both strength and weaknesses (Akbari et al., 2010). Along the same line, the term “reflective practice” was first coined by Shön (1983), as teachers’ reflection on their own teaching experiences and the way they react to the events. …show more content…
Shön (1987) presented the notions of “reflection in action and reflection on action” which distinguished between them as following:
“Reflection in action” is concerned with everyday challenges a teacher is encountered during the teaching and learning practice, and teacher’s capability to interpret, analyze, and offer solution for them in the classroom. In other words, reflection in action is the teacher’s ability to think, assess, and solve problems in complex and unpredictable situations.
The second type of reflection known as “Reflection on action” occurs after a teaching episode takes place, when teachers analyze the actions and events through mental reconstruction. Teachers think about what they did; evaluate how much prosperous they were and what teaching activity led to different outcomes (Shön, 1991). Therefore, the plain meaning of reflection is looking back and reflecting on their teaching practices and thoughts.
2.2 How Does Reflection Take Place? According to Richards (1990), there are some various approaches for promoting reflective practice and enabling teachers to think about their own teaching, including self observation of other observation, team teaching, and reviewing and exploring their viewpoints about teaching through writing. Therefore, Richards (1990) introduced three approaches to reflective teaching as following: 2.2.1 The Event Itself Lesson or other type of class instruction is the starting point of teaching language. Although critical reflection usually focuses on teacher’s own teaching, self-reflection can also be encouraged by observing other teachers’ teaching performance. 2.2.2 Recollection of the Event Reflective teaching at this stage means looking at what teacher do in the classroom, without assessment or description of what happened. Many different procedures are available at this phase of reflection, such as written descriptions of the event, a videotaping or audio-taping, or making use of check lists or coding systems to record every event details.