PE 29

The study of relationship between Gender/Years of experience and reflective teaching in iranian EFL teachers

كارشناسي ارشد

آموزش زبان انگليسي

92/10/24

فريدون وحداني

محمد آقاجانزاده

reflevtive teaching , years of experience , gender , iranian EFL teachers

وحداني،فريدون , آقاجانزاده،محمد

This study aimed to investigate the effects of gender /years of experience on Iranian EFL teachers’ reflective teaching strategies. Thirty male and female EFL teachers from Tehran Institute of Technology were selected based on stratified random sampling and were randomly divided into two groups of novice and experienced teachers. They were given a reliable researcher- made questionnaire to investigate their attitudes towards reflective teaching. The questionnaire had four categories including observation, audio or video recording of a lesson, getting students’ feedback and teaching diary. The quantitative data from the questionnaire was analyzed using SPSS. Kendall’s W test results showed that there was statistically significant difference between the teachers’ preferences of different types of reflective teaching methods. In general, observationand Audio video recording were the most and the least favored reflective preferences respectively. The Mann Whitney U test for novice and experienced teachers showed that reflective teaching strategies differed significantly between the two groups. The additional years of experience seemed to have a significant effect on teachers’ using reflective teaching strategies. Furthermore, the results of Man- Whitney U test for females and males showed that the values of reflective teaching strategies differed significantly between the male and females. The sum of ranks for the female participants was significantly higher than those of the male group. The findings of this study may have some implications for EFL teachers, teacher trainers and material developers of in- service courses for teacher to enhance teachers’ use of reflective teaching.

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