Original article | International Journal of Progressive Education 2018, Vol. 14(3) 161-180
Eman Gheith & Nahil Aljaberi
pp. 161 - 180 | DOI: https://doi.org/10.29329/ijpe.2018.146.11 | Manu. Number: MANU-1806-19-0001
Published online: June 30, 2018 | Number of Views: 156 | Number of Download: 236
This study aimed to investigate the levels of teachers′ reflective practices as well as their attitudes toward professional self-development in relation to various variables, including gender, number of workshops attended and experience. The study sample consisted of 162 teachers who work as teachersat a number of private schools in Amman. Two scales have been used in this study; the first questionnaire consists of (28) items to measure teachers′ reflective practices in 6 dimensions. The second scale consists of (18) items to measure the attitudes-towards-professional-development. Results found that the level of teachers′ reflective practices on the scale as a whole were within an ′acceptable′ level; however, their practices in the subcategory of"appreciating criticism" were below acceptable. Findings indicated that teachers′ attitudes toward professional development were positive. Findings further revealed a strong correlation of 0.485 between the reflective practices and the attitudes toward self-development in teachers.
Keywords: Reflective teaching Practices, Professional self-development, attitudes
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Akbari, R., Kiany, G. R., Imani Naeeni, M., & Karimi Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy, and reflectivity as correlates of students’ achievement outcomes. Iranian Journal of Applied Linguistics, 11(1), 1-28.
Belvis, E., Pineda, P., Armengol, C., & Moreno, V. (2013). Evaluation of reflective practice in teacher education. European Journal of Teacher Education, 36(3), 279-292.
Brookfield, S. (1995). The getting of wisdom: What critically reflective teaching is and why it is important. Becoming a critically reflective teacher, 1-28.
Choy, S. C., & Oo, P. S. (2012). Reflective Thinking and Teaching Practices: A Precursor for Incorporating Critical Thinking into the Classroom? Online Submission, 5(1), 167-182.
Efe, R. (2009). Cypriot Journal of Educational Sciences. Sciences, 4, 72-86.
Finlay, L. (2008). Reflecting on ′Reflective practice′. PBLB paper, 52.
Florez, M. C. (2001). Reflective Teaching Practice in Adult ESL Settings. ERIC Digest.
Galvez-Martin, M. (2003). Reflective teaching, reflective practice, and… what else. Florida Association of Teacher Educators Journal, 1(3), 59-65.
Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The journal of educational research, 96(5), 293-309.
Grant, C. A., & Zeichner, K. M. (1984). On becoming a reflective teacher.Preparing for reflective teaching. Boston: Allyn and Bacon.
Hamdan, Z. A. (2011). teachers′ attitudes towards professional development activities and their impact on their practices and motivation: a case study (Doctoral dissertation, Lebanese American University).
Karaaslan, A. D. (2003). teachers′perceptions of self-initiated professional development: a case study on başkent university english language teachers (doctoral dissertation, middle east technical university).
Korthagen, F. A., & Wubbels, T. (1995). Characteristics of reflective practitioners: Towards an operationalization of the concept of reflection. Teachers and Teaching, 1(1), 51-72. Retrived from:https://doi.org/10.1080/1354060950010105 at April 2018.
Liston, D., & Zeichner, K. (1996). Reflective teaching: An introduction. Lawrence Elbaum Associates, 1, 47.
McAlpine, L., Weston, C., Berthiaume, D., Fairbank-Roch, G., & Owen, M. (2004). Reflection on teaching: Types and goals of reflection. Educational Research and Evaluation, 10(4-6), 337-363. Retrived from:https://doi.org/10.1080/13803610512331383489 at April 2018.
Mustafa, sh. (1992).The impact of promoting reflective thinking ability on teaching effectiveness of science teacher in the basic education stage (doctoral dissertation, the university of Jordan).
Odeh, Z., Kurt, M., & Atamtürk, N. (2010). Reflective practice and its role in stimulating personal and professional growth. In International Scientific Seminars and published in Proceedings. Retrieved December (Vol. 10, p. 2013).
Ostaz, M (2011). The level of ability of reflective thinking of educational problems which facing the science teachers in the basic stage in UNRWA and Governmental schools in Gaza. Journal of Al-Azhar University –Gaza, Humanities, (13B).1329-1370
Rayan, A.( 2014). The Degree of Reflective Practices of Mathematics Teachers in Hebron Directorates of Education & Its relationship with Teaching Self-Efficacy. AL-Manarah for Research and Studies20 (1b), 143-173
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866. Retrived from:https://doi.org/10.1111/1467-9620.00181 at April 2018.
Shaheen,M.(2012). Identifying the level of reflective Practices of facult members at Al Quds Open University and its relationship to their attitudes towards self professional development in the light of some variables.Journal of Al-Azhar University –Gaza, Humanities,14(2):181-208.
Schon, D. A. (1984). The reflective practitioner: How professionals think in action (Vol. 5126). Basic books.Sellars, M. (2012). Teachers and change: The role of reflective practice. Procedia-Social and Behavioral Sciences, 55, 461-469.
Tabassum, F., & Malik, S. K. (2014). Teachers′ Attitude towards Reflective Practice in Public and Private Sector at Higher Secondary Level. New educational review, 36(2), 278-288.
Tok, Ş., & Dolapçıoğlu, S. D. (2013). Reflective teaching practices in Turkish primary school teachers. Teacher Development, 17(2), 265-287 Retrived from:https://doi.org/10.1080/13664530.2012.753940 at April 2018.
van der Schaaf, M., Krull, E., & Okas, A. (2014). NOVICE AND EXPERIENCED TEACHERS′VIEWS ON PROFESSIONALISM. Trames, (4).
Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. Paris: International Institute for Educational Planning.
Yeung, P. S. (1998). Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development. (Master), The University of Hong Kong, Hong Kong.
June 2018All Articles