How do I teach? Exploring knowledge of reflective practice among in-service EFL teachers in Ukraine

Oksana Kharlay, Wei Wei, Jeremy Philips

研究成果: Article同行評審

4 引文 斯高帕斯(Scopus)

摘要

This study seeks to investigate the scope and quality of reflective practice in ELT in contemporary Ukraine. 56 English as a Foreign Language (EFL) teachers were surveyed to gain a better understanding of reflective practice in the country. Data were collected using both a quantitative (questionnaire) and qualitative (interview) method. The results suggest that Ukrainian EFL teachers apply reflective practice consistently but not systematically in their teaching. However, the study also reveals a significant gap in the understanding of the concept of reflective practice between experienced and novice teachers. Teaching experience appears to be a key differentiating factor in using reflection as a critical lens for improving their professionalism. Generally, teachers prefer peer sharing and observations against journaling or even organised notes, which are viewed as time-consuming and eating into a busy schedule. Easier access to modern recording media would facilitate development of reflective teaching pr.

原文English
頁(從 - 到)188-205
頁數18
期刊Teachers and Teaching: Theory and Practice
28
發行號2
DOIs
出版狀態Published - 2022
對外發佈

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