Teaching Immunity of Language Teachers: A Reflective Approach

Fadime Yalçın Arslan; Gamze Almacıoğlu

doi:10.17275/per.24.6.11.1

EN

Teaching Immunity of Language Teachers: A Reflective Approach

Abstract

The shield analogy, which teachers have developed to protect themselves naturally against the difficulties that arise in the teaching process, is one of the most effective expressions used to express teacher immunity. Teacher immunity and reflective teaching are very important constructs that can affect language teachers’ practices and professional development. Therefore, this study aimed to investigate how reflection on teaching practice influences the teaching immunity of pre-service EFL (English as a Foreign Language) teachers. It also investigated factors influencing the changes in the teaching immunity of pre-service EFL teachers. The participants were six pre-service EFL teachers at a state university in Turkey. Data were collected through reflection forms during teaching practice and follow-up interviews with the participants. The content analysis method was used to analyse the collected data. The findings revealed that reflecting on teaching practice raised teachers’ awareness about their instructional practice, affective factors, and professional development. Additionally, the results indicated that teaching responsibilities, coping strategies, and contextual factors were the three main factors influencing the changes in the teaching immunity of teachers. It would be fair to state that reflecting on teaching practice may help teachers be resilient to burnout, open to change, tolerate negative behaviours, and, thus, increase their instructional effectiveness.

Keywords

reflection, teaching immunity, teaching practice

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Details

Primary Language

English

Subjects

Educational Psychology

Journal Section

Research Article

Authors

Fadime Yalçın Arslan ^*
0000-0003-0644-5636
Türkiye

Gamze Almacıoğlu
0000-0001-7739-1933
Türkiye

Early Pub Date

December 16, 2023

Publication Date

January 1, 2024

Submission Date

June 21, 2023

Acceptance Date

September 28, 2023

Published in Issue

Year 2024 Volume: 11 Number: 1

DOI

https://doi.org/10.17275/per.24.6.11.1

IZ

https://izlik.org/JA59ME32ZS

APA

Yalçın Arslan, F., & Almacıoğlu, G. (2024). Teaching Immunity of Language Teachers: A Reflective Approach. Participatory Educational Research, 11(1), 89-104. https://doi.org/10.17275/per.24.6.11.1

AMA

1.Yalçın Arslan F, Almacıoğlu G. Teaching Immunity of Language Teachers: A Reflective Approach. PER. 2024;11(1):89-104. doi:10.17275/per.24.6.11.1

Chicago

Yalçın Arslan, Fadime, and Gamze Almacıoğlu. 2024. “Teaching Immunity of Language Teachers: A Reflective Approach”. Participatory Educational Research 11 (1): 89-104. https://doi.org/10.17275/per.24.6.11.1.

EndNote

Yalçın Arslan F, Almacıoğlu G (January 1, 2024) Teaching Immunity of Language Teachers: A Reflective Approach. Participatory Educational Research 11 1 89–104.

IEEE

[1]F. Yalçın Arslan and G. Almacıoğlu, “Teaching Immunity of Language Teachers: A Reflective Approach”, PER, vol. 11, no. 1, pp. 89–104, Jan. 2024, doi: 10.17275/per.24.6.11.1.

ISNAD

Yalçın Arslan, Fadime - Almacıoğlu, Gamze. “Teaching Immunity of Language Teachers: A Reflective Approach”. Participatory Educational Research 11/1 (January 1, 2024): 89-104. https://doi.org/10.17275/per.24.6.11.1.

JAMA

1.Yalçın Arslan F, Almacıoğlu G. Teaching Immunity of Language Teachers: A Reflective Approach. PER. 2024;11:89–104.

MLA

Yalçın Arslan, Fadime, and Gamze Almacıoğlu. “Teaching Immunity of Language Teachers: A Reflective Approach”. Participatory Educational Research, vol. 11, no. 1, Jan. 2024, pp. 89-104, doi:10.17275/per.24.6.11.1.

Vancouver

1.Fadime Yalçın Arslan, Gamze Almacıoğlu. Teaching Immunity of Language Teachers: A Reflective Approach. PER. 2024 Jan. 1;11(1):89-104. doi:10.17275/per.24.6.11.1

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27707

Creative Commons Atıf 4.0 International Lisance

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