Reflective Teaching Perceived and Practiced by EFL Teachers -- A Case in the South of Vietnam

Autor/inn/en	Hung, Do Minh; Thuy, Pham Trut
Titel	Reflective Teaching Perceived and Practiced by EFL Teachers -- A Case in the South of Vietnam
Quelle	In: International Journal of Instruction, 14 (2021) 2, S.323-344 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Reflective Teaching; English (Second Language); Language Teachers; Teacher Attitudes; Professional Development; Inservice Teacher Education; Teacher Workshops; Observation; Feedback (Response); Student Attitudes; Value Judgment; Foreign Countries; Vietnam + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrerfortbildung; Beobachtung; Schülerverhalten; Werturteil; Ausland
Abstract	Reflective teaching (RT) is one of the core components of teacher professional development. Owing to its substantive importance in teacher education, this component has been long recognized and widely examined in various approaches. However, it is not the case in Vietnam. Thus, the present study was done to investigate how RT was perceived and practiced by a local group of in-service EFL teachers in an English language center located in Can Tho City, South of Vietnam. Data were collected via a questionnaire, followed by a semi-structured interview. Results showed that all surveyed teachers held a positive perception towards RT values in professional development, and practiced all three types of in-, on-, for-action reflections. Yet, in effect, they usually opted for only three strategies of workshop/training program, student feedback, and classroom walkthrough observation, while other RT strategies, such as journaling/diary-writing and video-recording, were scarcely used due to their workload-induced time constraint, fatigue, and limited knowledge of RT. Thereby, discussions and implications are provided. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01