Teachers’ reflectivity seems to have some impacts on students learning. Those teachers who have gained the knowledge of reflective practice are more likely to transfer the behavior to their students (Nolan & Huebner, 1989). They make to model this reflective attitude for their students and promote the reflective behavior in them (Nolan & Huebner, 1989). Reflective teachers build reflective learning environments to take advantage of students' strengths and make them more motivated in learning (Akbari, 2007). Accordingly, creating a reflective learning environment persuades students to be reflective, organized, and proactive about deep learning (Yost, Sentner, & Frolenza-Baily, 2000). In this regard, exposing students to reflective teaching can
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More precisely, reflective teachers evaluate, understand and learn through reflection on their own experiences and improve their performance (Johns, 1994). Reflective teachers examine and assess their teaching performance in order to make decisions rationally about any necessary changes to develop practices beliefs, practices attitudes, which result in student progress in learning. The reflective teachers use more learner-centered teaching approaches (Bowen, 2009). “They describe learning as an interactive process between students and teachers rather than teacher-centered learning environment” (Bowen, 2009). In addition, reflective teaching make possible and facilitate communication and discussion between colleagues about language teaching that will lead to significant change in English curriculum, pedagogy and assessment. Moreover, teachers with reflective may achieve their greater educational success through manifesting conscientious behaviors, including self disciplined, organized, self assessing and identifying both strength and weaknesses (Akbari et al., …show more content…
Shön (1987) presented the notions of “reflection in action and reflection on action” which distinguished between them as following:
“Reflection in action” is concerned with everyday challenges a teacher is encountered during the teaching and learning practice, and teacher’s capability to interpret, analyze, and offer solution for them in the classroom. In other words, reflection in action is the teacher’s ability to think, assess, and solve problems in complex and unpredictable situations.
The second type of reflection known as “Reflection on action” occurs after a teaching episode takes place, when teachers analyze the actions and events through mental reconstruction. Teachers think about what they did; evaluate how much prosperous they were and what teaching activity led to different outcomes (Shön, 1991). Therefore, the plain meaning of reflection is looking back and reflecting on their teaching practices and thoughts.
2.2 How Does Reflection Take
More precisely, reflective teachers evaluate, understand and learn through reflection on their own experiences and improve their performance (Johns, 1994). Reflective teachers examine and assess their teaching performance in order to make decisions rationally about any necessary changes to develop practices beliefs, practices attitudes, which result in student progress in learning. The reflective teachers use more learner-centered teaching approaches (Bowen, 2009). “They describe learning as an interactive process between students and teachers rather than teacher-centered learning environment” (Bowen, 2009). In addition, reflective teaching make possible and facilitate communication and discussion between colleagues about language teaching that will lead to significant change in English curriculum, pedagogy and assessment. Moreover, teachers with reflective may achieve their greater educational success through manifesting conscientious behaviors, including self disciplined, organized, self assessing and identifying both strength and weaknesses (Akbari et al., …show more content…
Shön (1987) presented the notions of “reflection in action and reflection on action” which distinguished between them as following:
“Reflection in action” is concerned with everyday challenges a teacher is encountered during the teaching and learning practice, and teacher’s capability to interpret, analyze, and offer solution for them in the classroom. In other words, reflection in action is the teacher’s ability to think, assess, and solve problems in complex and unpredictable situations.
The second type of reflection known as “Reflection on action” occurs after a teaching episode takes place, when teachers analyze the actions and events through mental reconstruction. Teachers think about what they did; evaluate how much prosperous they were and what teaching activity led to different outcomes (Shön, 1991). Therefore, the plain meaning of reflection is looking back and reflecting on their teaching practices and thoughts.
2.2 How Does Reflection Take