Full name: Oumaima BABA
Number: 05
Reflective Teaching Module
This first article examines the concept of reflective teaching in ESL/EFL
teacher education programmes. It reviews different approaches to
reflective teaching and suggests a way for ESL/EFL teachers to reflect on
their work. The article highlights the importance of reflection in teaching,
as it helps teachers analyze their beliefs and practices and make
improvements. It also emphasizes the need for clear definitions of
reflective teaching and critical thinking. The article presents five
components of a teacher development model that can provide
opportunities for ESL/EFL teachers to reflect on their work. These
components include providing different opportunities for thinking,
establishing ground rules for the thinking process, setting aside different
types of time for thinking, incorporating external input for rich thinking, and
creating a low emotional state that promotes open and honest thinking.
Reflective teaching is an important practice in ESL/EFL teacher education
programs around the world.
There is a lack of clear definitions of reflective teaching and critical
thinking, leading to confusion in teacher education programmes.
Reflective teaching helps teachers analyze their beliefs and practices and
make improvements.
Five components of the teacher development model are discussed,
including providing different opportunities for reflection, establishing
ground rules, allocating different types of time, incorporating external
input, and creating a low emotional state for reflection.
Reflective teaching helps ESL/EFL teachers analyze their beliefs and
practices, make improvements, and act in a deliberate and deliberate
manner in the classroom.
Components include providing different opportunities for thinking,
establishing ground rules for the thinking process, setting aside different
types of time for thinking, incorporating external input for rich thinking, and
creating a low emotional state that promotes open and honest thinking.
Clear definitions help avoid confusion in teacher education programs and
provide a common understanding of these concepts for teacher educators.
External input, such as feedback from teachers or other experts,
professional journals, and case studies, enriches the thinking
process and helps teachers integrate different perspectives and
knowledge into their practice.
The second article discusses the importance of classroom monitoring
and evaluation in English language teaching (ELT) and proposes a
Teacher Observation Program (TOP) for in-service teacher trainees.
The author emphasizes the need for observation to be collaborative,
reflective, and focused on teacher development. The TOP model
consists of six steps, including analyzing trainees' observation needs,
preparing trainees for observation procedures, trainees observing
trainers teaching, observers observing trainees, trainees reflecting on
their teaching, and summative evaluation. The article also highlights
principles of teacher monitoring, such as development, limited and
focused content, course relevance, teacher focus, future
development, positivity, and flexibility.
Classroom monitoring and evaluation is crucial to the professional
development of English teachers.
Collaborative and reflective observations can enhance teacher
training and improve teaching practices.
The Teacher Observation Program (TOP) proposed in the article
focuses on trainee development and aims to improve teaching skills.
The TOP model includes six steps, such as analyzing trainees'
needs, preparing trainees for observation, providing feedback and
reflection sessions.
Principles of teacher monitoring, such as development, limited
content, focused and future development, are important for effective
monitoring and evaluation.
The Teacher Observation Program (TOP) is a proposed model for in-
service teacher trainees that aims to improve teaching practice
through reflective observation. It includes collaborative and focused
observation, feedback sessions, and trainees' reflections on their
teaching.
Collaborative observation allows for a partnership between
observers and trainees, enhancing trainee development and avoiding
a judgmental approach. It encourages trainees to reflect on their
teaching and take responsibility for their professional development.
The six steps of the TOP model include analyzing trainees'
observation needs, preparing trainees for observation procedures,
trainees observing trainers teaching, observers observing trainees,
trainees reflecting on their teaching, and summative evaluation.
Principles of teacher monitoring include development, limited and
focused content, course relevance, teacher focus, future
development, positivity, and flexibility. These principles emphasize
the importance of self-reflection, collaboration, and ongoing
professional growth in monitoring and evaluation.
The third article discusses the use of video recording as a self-
reflection tool in pre-service EFL teacher training. The author
emphasizes the importance of reflective teaching in teacher
development and highlights the benefits of video recording in
providing an objective and permanent source for observing different
aspects of classroom practice. The article describes a five-step
process for video recording and self-viewing, starting with
preparation for microteaching and ending with viewing the recording
with a supervisor. The author also presents outcomes of recording
and reflection for preservice teachers, including increased self-
awareness, a shift from an actor's mindset to a stage director's
mindset, and a sense of continuity in reflective practice.
Reflective teaching is crucial to teacher development and can be
achieved through various methods, including self-reflection.
Video recording is one of the most valuable tools for self-reflection in
second language teacher education (SLTE) because it provides an
objective and permanent source for observing different aspects of
classroom practice.
Pre-service teachers should be introduced to reflective teaching early
in their training to prepare them for future teaching experiences.
The five-step process of video recording and self-viewing includes
preparing for the microteaching, self-watching for the first emotional
response, repeated self-viewing and reflection after a period of time,
watching the recording with a friend, and watching the recording with
a supervisor.
Engaging in video recording and self-reflection during pre-service
training can lead to increased self-awareness, a shift in mindset from
actor to stage director, and a sense of continuity in reflective practice.
Reflective teaching is the critical exploration of one's teaching
practice and is essential for lifelong professional development. It
applies to all educational situations, including language teaching.
Reflective teaching helps teachers improve their classroom practice
through thoughtful analysis and identification of how their beliefs and
attitudes influence their decisions and actions in the classroom.
Video recording provides an objective and permanent source for
observing various aspects of classroom practice. Pre-service
teachers can use video recording to distance themselves from their
teaching, notice and respond to the strong and weak aspects of their
teaching, watch the recording repeatedly, and gain motivation for self-
improvement. Video recording also allows non-native English-
speaking trainees to reflect on their communicative competence,
including their language competence and teacher-student interaction
style.
Critical thinking should begin early in teacher training, even when
pre-service teachers have little or no experience. Introducing
reflective practices during initial classes in EFL methodology
prepares students for future teaching experiences and establishes
observation and self-reflection as standard practice for their
professional development.
Preservice teachers who engage in video recording and self-reflection
typically demonstrate increased self-awareness, an improved ability
to shift roles from actor to director, and a sense of continuity in
reflective practice for professional development. They become more
aware of the complexities of teaching, focus on student behavior and
interaction, and recognize the importance of ongoing self-reflection
throughout their teaching careers.
