and TSES were distributed in both groups to measure their reflection and self-efficacy levels. The participants were 721 EFL teachers teaching in private language schools, mainly in Safir Language Academy. As the case is for the students, the majority of Safir English teachers are female. As a result, not only did the findings of this study confirm a positive relationship between EFL teachers’ reflection and their self-efficacy, but also the same result among novice and experienced EFL teachers could be investigated. In addition, a significant relationship among reflection and components of self-efficacy of EFL teachers and that of novice and experienced teachers could be detected. Investigation of relationship between reflective teaching on one hand and self-efficacy on the other, allows teacher educators to select and train more efficacious and effective teachers in which not only the students benefit from their experience and effective teaching through their instructions but also more awareness will be injected in their teaching pattern. Book developers and policy makers can also benefit from this research to include more reflective tasks in their teachers’ guides in order to incline employment of action research based on reflection in their classrooms and set new standards in English teacher education.

1.1     Introduction. 8

1.2     Statement of the Problem.. 10

1.3     Statement of the Research Questions. 15

1.4     Statement of the Research Hypotheses. 16

1.5   Definition of the Key Terms. 18

1.6 Significance of the Study. 20

2.1     Introduction. 25

2.2     Teachers’ Self-efficacy. 26

2.2.1     Theories of Teacher Self-Efficacy. 27

2.2.2     Teachers’ Self-Efficacy Constructs. 31

2.2.3     Teacher Self-Efficacy Inventories. 36

2.3    Reflective Teaching. 40

2.3.1     Definition. 40

2.3.2     Background of Reflective Teaching. 42

2.3.3     Models of Reflection. 43

2.3.4     Reflective Teaching Inventories. 62

2.3.5     Literature Related to Self-Efficacy and Reflective Teaching. 66

2.5    Theoretical and Conceptual Frameworks. 86

2.6    Summary. 87

3.1     Introduction. 89

3.2    The Participants. 89

3.3     Instrumentation. 90

3.3.1     Teachers’ Sense of Efficacy Scale (TSES) 90

and TSES were distributed in both groups to measure their reflection and self-efficacy levels. The participants were 721 EFL teachers teaching in private language schools, mainly in Safir Language Academy. As the case is for the students, the majority of Safir English teachers are female. As a result, not only did the findings of this study confirm a positive relationship between EFL teachers’ reflection and their self-efficacy, but also the same result among novice and experienced EFL teachers could be investigated. In addition, a significant relationship among reflection and components of self-efficacy of EFL teachers and that of novice and experienced teachers could be detected. Investigation of relationship between reflective teaching on one hand and self-efficacy on the other, allows teacher educators to select and train more efficacious and effective teachers in which not only the students benefit from their experience and effective teaching through their instructions but also more awareness will be injected in their teaching pattern. Book developers and policy makers can also benefit from this research to include more reflective tasks in their teachers’ guides in order to incline employment of action research based on reflection in their classrooms and set new standards in English teacher education.

1.1     Introduction. 8

1.2     Statement of the Problem.. 10

1.3     Statement of the Research Questions. 15

1.4     Statement of the Research Hypotheses. 16

1.5   Definition of the Key Terms. 18

1.6 Significance of the Study. 20

2.1     Introduction. 25

2.2     Teachers’ Self-efficacy. 26

2.2.1     Theories of Teacher Self-Efficacy. 27

2.2.2     Teachers’ Self-Efficacy Constructs. 31

2.2.3     Teacher Self-Efficacy Inventories. 36

2.3    Reflective Teaching. 40

2.3.1     Definition. 40

2.3.2     Background of Reflective Teaching. 42

2.3.3     Models of Reflection. 43

2.3.4     Reflective Teaching Inventories. 62

2.3.5     Literature Related to Self-Efficacy and Reflective Teaching. 66

2.5    Theoretical and Conceptual Frameworks. 86

2.6    Summary. 87

3.1     Introduction. 89

3.2    The Participants. 89

3.3     Instrumentation. 90

3.3.1     Teachers’ Sense of Efficacy Scale (TSES) 90

3.3.2     English Language Teaching Reflection Inventory (ELTRI) 92

3.5     Design. 97

3.6     Statistical Analysis. 98

4.1 Introduction. 100

4.2 Testing Assumptions. 100

4.3 Analysis of Outliers. 101

4.4 Testing Assumptions. 101

4.5 The First Null Hypothesis. 102

4.6 The Second Null Hypothesis. 104

4.7 The Third Null Hypothesis. 105

4.8 The Fourth Null Hypothesis. 106

4.9 The Fifth Null Hypothesis. 109

4.10 The Sixth Null Hypothesis. 111

4.11 The Seventh Null Hypothesis. 114

4.12 The Eighth Null Hypothesis. 116

4.13 The Ninth Null Hypothesis. 118

4.14 The Tenth Null Hypothesis. 120

4.15 The Eleventh Null Hypothesis. 122

4.16 The Twelfth Null Hypothesis. 124

4.17 The Thirteenth Null Hypothesis. 127

4.17.1 Predicting EFL Teachers’ Self-Efficacy by Experience. 127

4.17.2 Predicting EFL Teachers’ Reflection by Experience. 129

4.18 Reliability Indices. 131

4.19 Construct Validity of Reflection Questionnaire. 132

4.20 Construct Validity of Self-Efficacy Questionnaire. 135

4.21   The Fourteenth Null Hypothesis. 137

4.22 The Fifteenth Null Hypothesis. 139

4.23 Discussion. 140

5.1     Introduction. 145

5.2 Conclusion. 147

5.3     Implications of the Study. 149

5.3.1   Pedagogical Implications for English Teachers. 150

5.3.2    Implications for English Teacher Educators. 150

5.3.3     Implications for English Language Schools. 151

5.3.4     Implications for Policy Makers. 152

5.3.5     Implications for Book Developers. 152

5.4     Suggestions for Further Research. 152

Appendix A: 169

Teacher Sense of Efficacy Scale (TSES) 169

Appendix B: 172

English Language Teaching Reflection Inventory (ELTRI) 172

 

CHAPTER I

BACKGROUND AND PURPOSE

Introduction

Reflective teaching is a familiar topic in English teacher education (Yayli, 2009; Ray & Coulter, 2008; Lord & Lomicka, 2007; Halter, 2006; Korthagen, 2004). While the idea dates back to the thirties (Dewey, 1933) and more rigorously in education to the early eighties (Schon, 1983), the “terms ‘reflection’ and ‘reflective practitioner’ are now common currency in articles about teacher education and teachers’ professional development” (Griffiths, 2000, p. 539). Reflection, in its technical sense, and thinking are not synonymous; reflection goes beyond everyday thinking, in that it is more organized and conscious (Stanley, 1998). For instance, when experienced non-reflective teachers encounter a problem while teaching, they might hastily decide on the issue based on what they can see, unable to see what in fact caused the problem. Similarly, when they think their lesson went on well, they might have noticed the reactions of louder students only.  Reflection, accordingly,

 

3.3.2     English Language Teaching Reflection Inventory (ELTRI) 92

3.5     Design. 97

3.6     Statistical Analysis. 98

4.1 Introduction. 100

4.2 Testing Assumptions. 100

4.3 Analysis of Outliers. 101

4.4 Testing Assumptions. 101

4.5 The First Null Hypothesis. 102

4.6 The Second Null Hypothesis. 104

4.7 The Third Null Hypothesis. 105

4.8 The Fourth Null Hypothesis. 106

4.9 The Fifth Null Hypothesis. 109

4.10 The Sixth Null Hypothesis. 111

4.11 The Seventh Null Hypothesis. 114

4.12 The Eighth Null Hypothesis. 116

4.13 The Ninth Null Hypothesis. 118

4.14 The Tenth Null Hypothesis. 120

4.15 The Eleventh Null Hypothesis. 122

4.16 The Twelfth Null Hypothesis. 124

4.17 The Thirteenth Null Hypothesis. 127

4.17.1 Predicting EFL Teachers’ Self-Efficacy by Experience. 127

4.17.2 Predicting EFL Teachers’ Reflection by Experience. 129

4.18 Reliability Indices. 131

4.19 Construct Validity of Reflection Questionnaire. 132

4.20 Construct Validity of Self-Efficacy Questionnaire. 135

4.21   The Fourteenth Null Hypothesis. 137

4.22 The Fifteenth Null Hypothesis. 139

4.23 Discussion. 140

این مطلب را هم بخوانید :

5.1     Introduction. 145

5.2 Conclusion. 147

5.3     Implications of the Study. 149

5.3.1   Pedagogical Implications for English Teachers. 150

5.3.2    Implications for English Teacher Educators. 150

5.3.3     Implications for English Language Schools. 151

5.3.4     Implications for Policy Makers. 152

5.3.5     Implications for Book Developers. 152

5.4     Suggestions for Further Research. 152

Appendix A: 169

Teacher Sense of Efficacy Scale (TSES) 169

Appendix B: 172

English Language Teaching Reflection Inventory (ELTRI) 172

 

CHAPTER I

BACKGROUND AND PURPOSE

Introduction

Reflective teaching is a familiar topic in English teacher education (Yayli, 2009; Ray & Coulter, 2008; Lord & Lomicka, 2007; Halter, 2006; Korthagen, 2004). While the idea dates back to the thirties (Dewey, 1933) and more rigorously in education to the early eighties (Schon, 1983), the “terms ‘reflection’ and ‘reflective practitioner’ are now common currency in articles about teacher education and teachers’ professional development” (Griffiths, 2000, p. 539). Reflection, in its technical sense, and thinking are not synonymous; reflection goes beyond everyday thinking, in that it is more organized and conscious (Stanley, 1998). For instance, when experienced non-reflective teachers encounter a problem while teaching, they might hastily decide on the issue based on what they can see, unable to see what in fact caused the problem. Similarly, when they think their lesson went on well, they might have noticed the reactions of louder students only.  Reflection, accordingly,