مطالب

As reflective practice has become an influential factor in teacher professional development, teachers need some techniques to enhance their reflective teaching. In this light, this study was intended to examine: (a) whether self-evaluation techniques could promote English as Foreign Language (EFL) teachers’ reflective teaching, (b) whether EFL teachers who used self-evaluation techniques would differ from the teachers who did not use them in the 5 aspects of reflection (practical, cognitive, affective, metacognitive, and critical), and (c) whether EFL teachers’ years of experience and gender would make a significant difference in their degree of reflectivity. To these ends, 20 male and female Iranian EFL teachers participated in the study with its pretest posttest control group design and responded to Akbari, Behzadpour, and Dadvand’s (2010) Teacher Reflectivity Questionnaire. Unlike the control group, the experimental group employed 3 self-evaluation techniques of video recording lessons, advance organizers, and colleagues’ reviews. Results from a one-way analysis of covariance, a one-way multivariate analysis of covariance, and a two-way analysis of variance revealed that the self-evaluation techniques significantly improved the EFL teachers’ reflectivity. Also, the self-evaluation techniques made a significant difference in the practical, cognitive, metacognitive, and critical aspects of the teachers’ reflection. However, the EFL teachers’ years of experience and gender did not make a significant difference in their degree of reflectivity. The findings encourage EFL teachers to join other stakeholders to evaluate and reflect upon their own teaching for positive changes in EFL classrooms

The purpose of the study was the pivotal role of teachers\' beliefs about teaching across gender, students\' perceptions about class participation across gender, and the relationship between teachers\' beliefs and learners\' class participation. The population of this study was 48 language teachers and 408 language learners from 15 language institutes. Three instruments were utilized: self-assessment of class participation checklist (SACPC); open-ended teaching beliefs questionnaire (OTBQ); and observation. A mixed method was used. The findings indicated that male and female’s beliefs inclined to art and among 27 factors of students\' class participation, 7 factors of class participation in males and females showed differently.