چکیده:
The present study aimed to document the constraints and limits in applying reflective teaching principles in ELT settings in Iran from the teachers’ perspective along with solutions and coping strategies to help remove the obstacles. 60 teachers teaching general English at 6 language institutes were selected through convenience sampling. First, the teacher participants filled out a reflectivity questionnaire. 49 were found to be reflective, from among which 25 participated in the semistructured interviews. Inductive analysis procedure resulted in the identification of 3 broad categories of obstacles of reflective teaching including institutional problems, self-directional problems, and problems with reflective teaching principles. In addition, for each category, solutions were offered by the teachers. Findings have implications for policymakers, administrators, and supervisors of language institutes, ELT teachers, and teacher educators to help foster reflectivity.
خلاصه ماشینی:
Reflective Teaching in ELT: Obstacles and Coping Strategies1 Leila Tajik2 & Kobra Ranjbar3 Received: 27/04/2016 Accepted: 06/11/2017 Abstract The present study aimed to document the constraints and limits in applying reflective teaching principles in ELT settings in Iran from the teachers’ perspective along with solutions and coping strategies to help remove the obstacles.
Notwithstanding the heightened interest in promoting reflective teaching, it seems that this new conceptualization is suffering from a number of theoretical and practical problems which hinder its complete actualization in ELT settings (Akbari, 2007; Cuban, 1989; Grant & Zeichner, 1984).
A few studies have documented challenges English language teachers face in exercising reflective practice (examples are Akbari, 2007, 2008; Grant & Zeichner, 1984; Minott, 2010; Ostorga, 2006; Rashidi & Javidanmehr, 2012).
Notwithstanding the merits attributed to reflective teaching, a review of literature shows that this new perspective is suffering from a number of constraints, knowledge of which is a prerequisite to fostering reflection in educational setting (Akbari, 2007; Harun & Al-Amin, 2013).
Grant and Zeichner (1984), for instance, found that shortage of the class time and the conflict between the dominant institutional norms of the teaching place and the desired course of action are the main challenges reflective teachers face in their practice.
To attend to this neglect, this study was conducted to document a number of English language teachers’ understanding of the obstacles and limitations in implementing reflective teaching in Iranian classrooms as well as the solutions they offer to these issues.