Reflective teaching in lemo teachers
Date
2015-03
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"This thesis reports on a qualitative study concerning whether or not teachers used
reflective teaching in their classes. The study was carried out at the Benemerita Universidad
Autonoma de Puebla in the Facultad de Lenguas. The primary aims of the study were to
investigate if the teachers from the beginning, intermediate and advanced levels reflect
before and after their classes and to analyze the teachers‟ process of teaching depending on
their experiences and beliefs.
The research data were collected via questionnaires that were completed by 15
teachers. The research findings revealed that most of the participant teachers used
reflection-in-action rather than reflection-on-action because there was more interaction
between teachers and students to solve the problems that would emerge in the classroom.
The results also showed that the majority of the teachers participated in reasoning that is
one of the phases of reflective cycle but it is depending on the decision of each teacher in
their teaching. In addition, most teachers used journal writing as a tool to reflect on their
classes. However, not all teachers use all kinds of tools in order to reflect such as
observation, video recording and questionnaires.
Likewise, the findings also showed that not all the."
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