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On the Comparison between Levels of Reflective Practice, Levels of Experience, Levels of Education, and Reflective Teacher Education Programs

Name: On the Comparison between Levels of Reflective Practice, Levels of Experience, Levels of Education, and Reflective Teacher Education Programs
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On the Comparison between Levels of Reflective Practice, Levels of Experience, Levels of Education, and Reflective Teacher Education Programs

Master of Arts in English Language Teaching (ELT)

Department of English Language Teaching

ABSTRACT

Reflective teacher education, as a consequential topic, has based the foundation of recent researches in applied linguistics. This study investigates the comparison made between English language teachers by taking into account teachers’ degree of reflective practice, levels of education, levels of experience, and reflective teacher training programs. Participants of this study comprise second or foreign language teachers employed in the private sector of language education. The design of the research has benefited from a questionnaire scored based on regularity of teacher reflective practice, ranging from very frequently to very infrequently. Data collection has taken place within a period of four months in the cities of Qom, Tehran, and Mazandaran, Iran. Collected data were then transferred to the statistical software program called SPSS to check the internal consistency of the data as well as to compare the variables of the study. Results of the research have indicated the significance of three variables- degree of reflective practice, levels of education, and levels of experience; however, previous exposure to “reflective teacher training programs” did not produce any sort of significance with the other variables of the study. The analyses of the results have explicated that more experienced teachers tend to demonstrate higher degrees of reflection, critical reflection, in comparison with less experienced ones. Moreover, experienced teachers with higher education degrees performed more reflectively when compared with their colleagues who did not purse their postgraduate studies in language teaching. Considering the pedagogical implications of the research, it suggests the inclusion of reflective preparation programs for pre-service and in-service language teachers in BA, MA, and PhD studies. Furthermore, guided instruction- as a means of scaffolding the critical dimension of reflective teaching by critical mentors and teacher educators- can facilitate EFL/ESL teachers to become a critically reflective practitioner within a shorter period of time. The thesis ends with some suggestions for future research themes in language teacher education and more specifically in reflective teaching as an inquiry-based approach to teacher preparation.

Keywords: Reflective practice; Levels of reflection, Levels of education, Levels of experience, Reflective teacher training programs

دسته: زبان خارجه, زبان خارجه برچسب: Keywords: Reflective practice; Levels of reflection, Levels of education, Levels of experience, Reflective teacher training programs

توضیحات

Dedication

Acknowledgement

Abstract

Table of Contents ……………………………………………………………………………………………………………………..I

List of Tables ………………………………………………………………………………………………………………………..….IV

List of Figures ……………………………………………………………………………………………………………………………V

Chapter 1: Introduction ………………………………………………………………………………………………………..1

1.1. Introduction ………………………………………………………………………………………………………………………2

1.2. Statement of the Problem …………………………………………………………………………………………………4

1.3. Significance of the Study …………………………………………………………………………………………………..5

1.4. Research Questions and Null Hypotheses ………………………………………………………………………..6

1.4.1 Research Questions…………………………………………………………………………………………………………6

1.4.2. Null Hypotheses ……………………………………………………………………………………………………………6

1.5. Definition of the Key Terms …………………………………………………………………………………………….6

1.6. Limitations and delimitations of the Study ………………………………………………………………………..8

Chapter 2: Review of the Related Literature …………………………………………………………….…..….10

2.1. The Rise of Reflection …………………………………………………………………………………………………….11

2.2. Benefits of Reflection …………………………………………………………………………………………………….12

2.3. Dimensions of Reflection ………………………………………………………………………………………………13

2.4. Extended Forms of Reflection ……………………………………………………………………………………….14

2.5. Critical Reflection ………………………………………………………………………………………………………….16

2.6. Experience and Reflective Practice ………………………………………………………………………………..17

2.7. Reflective Teacher Training Programs …………………………………………………………………………..18

2.8. Reflection on John Dewy …………………………………………………………………………………………….…20

2.9. Reflection on Donald Schon……………………………………………………………………………………………21

2.10. Reflection and heightened awareness …………………………………………………………………………..23

2.11. Reflection and Critical Incident ……………………………………………………………………………………24

2.12. Conglomeration of Conceptualizations ………………………………………………………………………..25

2.13. Models of Reflective Practice ………………………………………………………………………………………27

2.13.1. Argyris and Schön (1978) Model of Reflective Practice ………………………………………….27

2.13.2. Kolb’s Model of Experiential Learning ……………………………………………………………………29

2.13.3. Gibbs’ Model of Reflection ……………………………………………………………………………………….31

2.13.4. Boud Model of Reflection …………………………………………………………………………………………33

2.11.5. Zeichner and Liston (1996) Model of Reflection ……………………………………………………..35

2.14. The Model Used in this Research Paper ………………………………………………………………………35

2.14.1. Larrivee’s (2008) Levels of Reflective Practice …………………………………………………….…35

2.14.2. Technical/Descriptive/Surface Reflection …………………………………………………………………36

2.14.3. Comparative/Pedagogical/Practical/Deliberative Reflection ……………………………………37

2.14.4. Critical Reflection ……………………………………………………………………………………………………..38

2.15. Reflective Teacher Training Programs …………………………………………………………………………40

2.16. The Role of Experience in Reflective Practice ……………………………………………………………45

Chapter 3: Methodology………………………………………………………………………………………………………47

3.1. Overview ………………………………………………………………………………………………………………………..48

3.2. Participants …………………………………………………………………………………………………………………….48

3.3. Variable 1: Levels of Education …………………………………………………………………………………….48

3.4. Variable 2: Levels of Experience …………………………………………………………………………………..49

3.5 .Variable 3: Exposure to Reflective Teacher Training Programs ……………………………………50

3.6. Instrumentation ………………………………………………………………………………………………………………51

3.7. Data Collection Procedure ……………………………………………………………………………………………..52

3.7.1. Step 1……………………………………………………………………………………………………………………………52

3.7.2. Step 2……………………………………………………………………………………………………………………………53

3.8. Study Design and Data Analysis ……………………………………………………………………………………53

Chapter 4: Results and Discussion ……………………………………………………………………………………56

4.1. Overview …………………………………………………………………………………………………………………….….57

4.2. Test of Normality of Data ………………………………………………………………………………………………57

4.3. Research Questions and Discussion ………………………………………………………………………………58

4.3.1. Research Question 1 ……………………………………………………………………………………………………58

4.3.2. Research Question 1, Discussion ………………………………………………………………………………..60

4.3.3. Research Question 2 ……………………………………………………………………………………………….……65

4.3.4. Research Question 2, Discussion …………………………………………………………………………….….68

4.3.5. Research Question 3…………………………………………………………………………………………………….70

4.3.6. Research Question 3, Discussion ………………………………………………………………………………..72

Chapter 5: Discussion and Conclusion ………………………………………………………………………………74

5.1. Overview ………………………………………………………………………………………………………………………..75

5.2. Restatement of the Findings …………………………………………………………………………………………….75

5.3. Pedagogical Implications ……………………………………………………………………………………………….76

5.4. Suggestions for Further Research ……………………………………………………………………………….….77

References ……………………………………………………………………………………………………………………………80

Appendix ……………………………………………………………………………………………………………………………..93

List of Tables

Table 3.1 Descriptive Statistics of Teachers ………………………………………………………………….………….……………. 49

Table 3.2 Descriptive statistics, Levels of Experience …………………………………………………………………………. ..50

Table 3.3 Descriptive Statistics Related to Reflective Teacher Training Programs………………………..…….51

Table 3.4 Reliability Statistics, Levels of Reflective Practice Instrument……………………………………………….52

Table 4.1 One-Sample Kolmogorov-Smirnov Test …………………………………………..……………………………………58

Table 4.2 Descriptive Statistics of RQ1………………………………………………………………………………………………………58

Table 4.3 Levels of Reflection, Levels of Education, and Levels of Experience……………………………………59

Table 4.4 Descriptive Statistics of RQ2……………………………………………………………………………………………………..65

Table 4.5 Tests of Between-Subjects Effects of RQ2……………………………………………………………………………..66

Table 4.6 Descriptive statistics of RQ3……………………………………………………………………………………………………70

Table 4.7 Tests of Between-Subjects Effects …………………………………………………………………………………………..71

List of Figures

Figure 2.1 Single and Double Lloop Learning, Argyris and Schön (1978).…………………………………………..28

Figure 2.2 Schon (1983) Reflective Model …………………………………………………………….…………………………….….29

Figure 2.3 Kolb’s Experiential Learning Model (1984) ……….……………………………………………………….….….….30

Figure 2.4 Gibbs Reflective Cycle (1985) ……………………….…….………………………………………………………………….32

Figure 2.5 Boud et al (1988) Model of Reflection ……………………….…….……………………………………….….…….….34

Figure 2.6 Zeichner and Liston (1996) Model of Reflection……………………………….……………….……….……..…..35

Figure 2.7 Etschedit, Curran, & Sawyer (2011), A Multilevel Model to Promote Reflection in Teacher Preparation Programs……………………………………………………………………………………………………….………………….……..43

Figure 2.8 Phase Model of Core Reflection (Korthagen & Vasalos 2005) ……………….…………………………..44

Figure 4.1 Interaction between Levels of Education, Reflection and Experience …..…..…………………………60

Figure 4.2 A Plot of Levels of Reflection, Levels of Experience, & RTTP………….….………………………………67