Araştırma Makalesi
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Reflective Practice and Professional Development as an English Language Teacher

Yıl 2022, Cilt: 7 Sayı: 3, 176 - 186, 01.07.2022
https://doi.org/10.24331/ijere.1097572

Öz

The paper explores reflective practices of how they shaped my professional life. It discloses my experiences as an English language teacher to cultivate a reflective mindset for examining a theory-practice gap in classroom teaching, understanding pedagogical practices, using different strategies in EFL class, and developing self-efficacy being a reflective practitioner. Using ‘Reflective Practice’ as a method of the study, the paper reveals reflective practices as pertinent to developing pedagogical skills, teachers’ efficacy, and criticality in the teaching profession which motivates teachers for professional development although different social conditions prohibit them from having reflective practice. The paper is a foundation for motivating English teachers to grow the spirit of willingness and responsibility which aids them to reflect their teaching practice and to transform them into professional teachers.

Destekleyen Kurum

Regent Residential School, Kathmandu, Nepal

Teşekkür

Thank you

Kaynakça

  • Achugar, M., & Carpenter, B.D. (2018). Critical SFL practice principles in English language art education: Engaging pre-service teachers in reflective practice. In R, Harmen (ed.). Bilingual learners and social equity. Educational Linguistics, 33, DOI 10.1007/978-3-319-60953-9_5
  • Al-Awaid, S.A.A. (2018). Teaching strategies in EFL environment in the secondary schools in the KSA: Evaluation and remedies. Advances in Language and Literary Studies, 9(2), 50-58
  • Bharati, P. L., & Chalise, S. (2017). Teacher development: Strategies and perception. The Saptagandaki Journal, 8, 69-78
  • Booth, P., Guinmard, I., & Lioyd, E. (2017). Reflective practice: The perceptions of the situated learning experience mediated by novice teachers’ autonomy. The EUROCALL Review. 25(1), 76-91
  • Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass
  • Callahan, J. (2016). Encouraging retention of new teachers through mentoring strategies. Delta Kappa Gamma Bulletin, 83(1), 6-11
  • Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2), 15-35
  • Cirocki, A., & Widodo, H.P. (2019). Reflective practice in English language teaching in Indonesia: Shared Practices from Two Teacher Educators. Iranian Journal of Language Teaching Research 7(3), 15-35
  • Craft, A (Ed.). (2002). Continuing professional development: a practical guide for teachers and schools. New York: Taylor & Francis.
Yıl 2022, Cilt: 7 Sayı: 3, 176 - 186, 01.07.2022
https://doi.org/10.24331/ijere.1097572

Öz

Kaynakça

  • Achugar, M., & Carpenter, B.D. (2018). Critical SFL practice principles in English language art education: Engaging pre-service teachers in reflective practice. In R, Harmen (ed.). Bilingual learners and social equity. Educational Linguistics, 33, DOI 10.1007/978-3-319-60953-9_5
  • Al-Awaid, S.A.A. (2018). Teaching strategies in EFL environment in the secondary schools in the KSA: Evaluation and remedies. Advances in Language and Literary Studies, 9(2), 50-58
  • Bharati, P. L., & Chalise, S. (2017). Teacher development: Strategies and perception. The Saptagandaki Journal, 8, 69-78
  • Booth, P., Guinmard, I., & Lioyd, E. (2017). Reflective practice: The perceptions of the situated learning experience mediated by novice teachers’ autonomy. The EUROCALL Review. 25(1), 76-91
  • Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass
  • Callahan, J. (2016). Encouraging retention of new teachers through mentoring strategies. Delta Kappa Gamma Bulletin, 83(1), 6-11
  • Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2), 15-35
  • Cirocki, A., & Widodo, H.P. (2019). Reflective practice in English language teaching in Indonesia: Shared Practices from Two Teacher Educators. Iranian Journal of Language Teaching Research 7(3), 15-35
  • Craft, A (Ed.). (2002). Continuing professional development: a practical guide for teachers and schools. New York: Taylor & Francis.
Toplam 9 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Vidhya Pokhrel

Yayımlanma Tarihi 1 Temmuz 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 3

Kaynak Göster

APA Pokhrel, V. (2022). Reflective Practice and Professional Development as an English Language Teacher. International Journal of Educational Research Review, 7(3), 176-186. https://doi.org/10.24331/ijere.1097572
AMA Pokhrel V. Reflective Practice and Professional Development as an English Language Teacher. IJERE. Temmuz 2022;7(3):176-186. doi:10.24331/ijere.1097572
Chicago Pokhrel, Vidhya. “Reflective Practice and Professional Development As an English Language Teacher”. International Journal of Educational Research Review 7, sy. 3 (Temmuz 2022): 176-86. https://doi.org/10.24331/ijere.1097572.
EndNote Pokhrel V (01 Temmuz 2022) Reflective Practice and Professional Development as an English Language Teacher. International Journal of Educational Research Review 7 3 176–186.
IEEE V. Pokhrel, “Reflective Practice and Professional Development as an English Language Teacher”, IJERE, c. 7, sy. 3, ss. 176–186, 2022, doi: 10.24331/ijere.1097572.
ISNAD Pokhrel, Vidhya. “Reflective Practice and Professional Development As an English Language Teacher”. International Journal of Educational Research Review 7/3 (Temmuz 2022), 176-186. https://doi.org/10.24331/ijere.1097572.
JAMA Pokhrel V. Reflective Practice and Professional Development as an English Language Teacher. IJERE. 2022;7:176–186.
MLA Pokhrel, Vidhya. “Reflective Practice and Professional Development As an English Language Teacher”. International Journal of Educational Research Review, c. 7, sy. 3, 2022, ss. 176-8, doi:10.24331/ijere.1097572.
Vancouver Pokhrel V. Reflective Practice and Professional Development as an English Language Teacher. IJERE. 2022;7(3):176-8.

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