A Framework for Teacher Reflectivity

Stanley, Claire

doi:10.2307/3588129

Cited by 92 publications

(50 citation statements)

References 7 publications

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“…Questionnaires have been used, sometimes in conjunction with interviews, to explore teacher development and the gap that exists between teacher beliefs and practice (Brown 2006, Lee 1998, Lee 2010and Stanley 1998. This form of inquiry seemed therefore promising.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“… Pre-service teachers (Brown 2006, Cole et al 1998, Farrell 2008, Flowerdew 1998, Kwo 1996, Lee 2007and Liou 2000)  In-service teachers (Farrell 1998, Farrell 2006, Farrell 2011, Geyer 2008, Lee 2010, McDonough 2006, Numrich 1996and Stanley 1998)  Novice teachers (Farrell 2011, McDonough 2006and Numrich 1996  Experienced teachers (Farrell 2006, Lazaraton and Ishihara 2005and Stanley 1998)  Native-speaking teachers of the target language (Farrell 1998 andNumrich 1996)  Non-native speaking teachers (Farrell 1998, Farrell 2006and Liou 2001  Teachers in foreign language contexts (Farrell 1998, Farrell 2006, Farrell 2011and Flowerdew 1998)  Teachers in second language contexts (McDonough 2006, Numrich 1996and Stanley 1998)  Teachers in a TESOL methodology course (Borg 2011, Cole et al 1998, Farrell 2008, Flowerdew 1998, Geyer 2008, Kwo 1996, Lazaraton and Ishihara 2005, Lee 2007, Lee 2010…”

Section: Introductionmentioning

confidence: 99%

“…These include the use of action research (Kwo 1996, McDonough 2006and Wallace 1996, teacher narrative and dialogue journals (Cole et al 1998, Farrell 1998, Flowerdew 1998, Lee 2007, Numrich 1996and Stanley 1998, surveys/questionnaires or interviews (Brown 2006, Lee 2010and Stanley 1998, and the observation and evaluation of teachers' own classroom practices (Farrell 1998, Farrell 2006, Farrell 2008, Farrell 2011, Geyer 2008and Liou 2000. Some studies use elaborate designs.…”

Section: Introductionmentioning

confidence: 99%

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Intensive Reflection in Teacher Training: What is it Good For?

Ene

Riddlebarger

2015

JOAW

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The merits of reflective exercises in teacher training are well known. Reflection through journals, surveys/questionnaires, action research, or supervised teaching and classroom discussion creates opportunities for teachers in training to think critically of what they do in their classes, why they do it, and how they could improve. Sometimes, however, teacher training programs may not be ideally positioned to offer novice student teachers (NSTs) the most extensive and coordinated opportunities for teaching, observation, and reflection. The current study examines the usefulness of an intensive reflective exercise realized as a two-question questionnaire used in a Second Language Writing (SLW) course. The findings indicate that the questionnaire was useful in eliciting a fair amount of critical thinking and integration of prior knowledge, new content, and personal experience. For the teacher trainer, it worked as a tool for assessing student learning and planning lessons. The study reflects on the limitations of the intensive reflection exercise applied in it (such as brevity and isolation from other assignments), and makes pedagogical recommendations for future implementation.

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Section: Data Collection and Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Intensive Reflection in Teacher Training: What is it Good For?

Ene

Riddlebarger

2015

JOAW

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“…Although peer teaching appears to be helpful in the preparation of teachers, Stanley (1998) states that student teachers are sometimes reluctant to seriously involve themselves in peer teaching activities because of the artificiality of the classroom environment, difficulties in producing and preparing materials, limited time in which to deliver the peer lesson and that peer teaching was homogeneous thereby making it boring and unmotivating.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy?

2016

International Journal of Humanities, Social Sciences and Educat

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“…Different attempts to define the concept of reflection in both mainstream and ELT teacher education have led to a distinction between descriptive reflection, which provides an account of events; analytic reflection, which searches for reasons, provides alternatives and evaluates the result of teaching; and critical reflection, in which the larger socio-political context is taken into account (see, e.g. Hall, 1997;Hatton & Smith, 1995;Jay & Johnson, 2002;Stanley, 1998;Ward & McCotter, 2004). There is a particular emphasis on the critical and moral aspects of reflection.…”

Section: Defining Reflectionmentioning

confidence: 99%

Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors

Yeşilbursa¹

2013

ELT

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Although Reflective Practice is a popular approach to teacher education, there have been some recent criticisms regarding its effectiveness in students learning. Some researchers have put this down to the fact that the concept has not been operationalised, and it is thus impossible to set up empirical studies. The current study was conducted to examine the construct validity in a Turkish higher education context of a recent inventory which was designed to measure the reflective practice of teachers of English as a Foreign Language. The sample was a group of instructors (n=173) working on the English language preparatory programs of four state-run universities in Turkey. The original model suggested six factors: cognitive, meta-cognitive, critical, practical, affective and moral. The factor structure of the instrument was examined using exploratory factor analysis with SPSS 13.0, and confirmatory factor analysis with AMOS 16.0. The results of the current study showed similarity with those of the original study. Specifically, the cognitive, meta-cognitive and critical factors remained largely intact, and the affective and moral factors were not validated. However, the practical factor was reduced from 7 to 3 items. The implications of the findings are discussed.

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A Framework for Teacher Reflectivity

Cited by 92 publications

References 7 publications

Intensive Reflection in Teacher Training: What is it Good For?

Intensive Reflection in Teacher Training: What is it Good For?

Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy?

Construct Validation of the English Language Teaching Reflective Inventory with a Sample of Turkish University EFL Instructors

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