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From reflective teaching to effective learning: A new class order

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Author(s): Mohammad Reza Taghilou

Journal: Iranian Journal of Language Studies
ISSN 1735-7047

Volume: 1;
Issue: 2;
Start page: 89;
Date: 2007;
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Keywords: Reflection | Reflective Teaching

ABSTRACT
Reflection has been very fashionable in all parts of teacher education for a number of years. Despite numerous articles, there is little empirical evidence that supports the view that it results in superior teaching practices, especially in EFL context. (Cornford, 2002) The objective of the present study was to explore whether there is a statistically meaningful relationship between the "reflective teaching practices" and the "learning outcomes" of the Iranian EFL students. For the purpose of this study two homogeneous groups of pre-university students were taught the same materials under similar pedagogical conditions by two teachers fundamentally different in their treatment of reflection on teaching practices. In fact, one was a strong supporter of the reflective pedagogy, and the other a total disbeliever in its use and effect on students' learning potential. The students mean score was significantly lower (p

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