EFL Teachers’ Levels of Reflective Teaching and their Conceptions of Teaching and Learning

Abstract

While most teacher educators and researchers have highlighted the importance of applying a reflective teaching approach and identifying Conceptions of Teaching and Learning (CTL), providing opportunities to achieve these goals is ignored by syllabus designers and teachers. The current study is an attempt to focus on the relation between EFL teachers’ reflective levels and CTL. To collect the required data a sample of 30 EFL teachers (15males and 15 females) was chosen randomly to participate in the study. The data were collected via classroom observation and TLCQ questionnaire. Then the data were analyzed by SPSS software through descriptive and inferential statistics such as mean, percentage, Pearson Product Moment Correlation. The analysis of the data revealed that EFL teachers are at the medium level of practicing reflective teaching. Also EFL teachers’ CTL are approximately in the middle of being teacher-centered and learner-centered with tendencies towards learner-centered conception. In addition, the more reflective the teachers, the more learner-centered they are. The outcomes of the study could facilitates and fosters teachers’ practice in the classroom for the purpose of professional development in effective teaching; therefore, teacher education programs and methodology courses can take advantage of reflective teaching approach for preparing more reflective and learner-centered teachers which will finally lead to the improvement of educational system of teaching EFL.