Reflective teaching in lemo teachers

Date
2015-03
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
"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."
Description
Keywords
Citation
Document Viewer
Select a file to preview:
Can't see the file? Try reloading