The Relationship between Iranian English High School Teachers’ Reflective Practices, Their Self-Regulation and Teaching Experience

Abstract

The study examined the relationship between English teachers' reflective practices and their self-regulation. It also explored the relationships between self-regulation and teachers' teaching experiences. To achieve the goal of the study, 103 English teachers from different senior and junior high schools were selected through convenience sampling based on availability and based on their consent to participate in the study. They were asked to complete two questionnaires: the English Language Teaching Reflection Inventory (ELTRI) and the Teacher Self-Regulation Scale (TSRS). The relationship between teachers' reflective practices and their self-regulation was examined by running Spearman correlation coefficient formula. Additionally, the power of reflection and the teachers' experiences in predicting English teachers' self-regulation was investigated by running a multiple regression analysis. The findings revealed a positive relationship between the teachers' reflective practices and their self-regulation. Nevertheless, there were no significant relationships between teachers' selfregulation and their experiences. Reflective practice was also found to be a strong predictor of self-regulation. In light of the results gained, a list of reflective practice techniques for improving English teachers' teaching quality and selfregulation in teacher education were suggested. The results of this study have implications for English language teachers, researchers and teacher trainers in Iran and abroad.

Examining teachers’ self-regulation practice in secondary school science teaching: the case of South Gondar Zone, Ethiopia

“…Therefore, it needs further investigation. However, this research result is partially congruent with that of Ghansoli and Ghanizadeh (2013) which says there is no relationship between teachers self-regulation and gender; but a positive significant relationship with teaching experience; Pazhoman and Sarkhosh (2019) no relationship between self-regulation and teachers' teaching experience; Partovi and Tafalozi (2016) no relationship between gender and self-regulated teaching, but positive relationship with teaching experience. Some of the findings of the study conducted by Liu et al (2011)in Handan indicated that the status of self-regulated learning behavior of chemistry teachers is the same between male and female teachers, across all school levels but different among teachers' experience, which says young teachers' self-regulated learning behavior better than old teachers which is contrary to Partovi and Tafazolis' (2016), and (Chao and Chou, 2017) studys' result.…”

“…In opposition to the above studies, Partovi and Tafazoli (2016) reported a positive relationship between the teachers' reflective practices and their self-regulation but no significant relationships between teachers' self-regulation and their experiences. In addition to Pazhoman and Sarkhosh (2019) , Arrastia (2015) identified that there was no correlation between teachers' teaching experience, their qualification, and the grade level they teach with their self-regulation in Caslers' (2005) unpublished validating study. And in this study, the relationship between teachers' teaching experience and their self-regulation practice was also identified.…”

Predicting Reflective thinking among Saudi Elementary School Teachers in Riyadh Public Schools

“…Self-assessment was found to have no significant relationship with reflective thinking. This contradicts the findings of several studies (i.e., Choy et al, 2017;Pazhoman & Sarkhosh, 2019;Pfitzner-Eden, 2016) that showed that self-assessment is positively correlated with reflective thinking, and indicates that female elementary teachers do not use the feedback from their students and colleagues to improve their teaching. This shows that there is a need to design reflective thinking experiences and contexts for Saudi female teachers to develop their reflection skills.…”

The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

“…They also concluded that EFL teacher self-efficacy had no significant impact on the relationship between self-regulation and locus of control. In another recent study, a positive relationship between teachers' reflective practices and their selfregulation was discovered (Pazhoman & Sarkhosh, 2019).…”