English Australia Journal : English Australia Journal 27.2
English Australia Journal Volume 27 No 2 57 Reflective teaching: Some IT-based reflections for language teachers Yaser Khajavi Reflective teaching practice has received the attention of many teachers, teacher trainers and researchers in recent years. It provides teachers with opportunities to think carefully about their own teaching behaviours and to see other colleagues in action and consequently reflect on that. Teachers find themselves engaged in a meaningful process of query, which leads towards greater self-esteem and interest in teaching. Becoming a reflective teacher can help teachers keep track of what they are doing and what each student is learning and, in turn, helps students achieve new learning benchmarks. As a result, there is a chance for both teacher and student growth. Currently, a number of strategies and techniques are applied for reflective practice, such as journaling, portfolios, peer assessment, and so on; however, with the emergence of new technologies, new techniques can be applied in order to implement reflective practice more efficiently than before. In this article, first an overview of conventional reflective devices is presented. Then, other techniques based on information technology are suggested, with the aim of helping teachers and teacher trainers in their courses and classes. Defining reflection Richards (1990, p. 1) defines reflection as an activity or process in which an experience is recalled, considered, and evaluated, usually in relation to a broader purpose. It is a response to past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision-making and as a source for planning and action. According to Akbari et al. (2010, p. 212), ‘a reflective teacher, is one who critically examines his/her practices, comes up with some ideas as how to improve his/her performance to enhance students’ learning, and puts those ideas into practice’. Farrell (2003, p. 20) holds that reflective teaching can help ESL/EFL teachers avoid impulsive and routine performance. Moreover, it allows them to operate in a purposeful and planned way and keep away from the ‘I don’t know what I will do today’ syndrome.
English Australia Journal 28.1
English Australia Journal 27.1