Mirroring Reflective Practices in L2 Teaching: A Dichotomy Between Novice and Experienced Language Teachers
Main Article Content
Keywords
experienced language teacher, novice language teacher, professional experience, reflective accounts, reflective language teaching, education
Abstract
This paper is a response to the growing need for researchers who would document how reflective practices in language teaching help shape teachers' professional expertise and later on, positively impact student achievement. Two English as a Second Language (ESL) teachers teaching in a government-owned highschool in the Philippines participated in the study: a novice (NLT) and an experienced language teacher (ELT). Both participants' reflective teaching practices were identified, compared, and analyzed using a standardized surveyquestionnaire that gauges English language teaching reflections of practitioners. Moreover, the participants' reflective entries in their daily lesson logs were subjected to documentary analysis to describe their perceived successful teaching strategies, the difficulties they encountered in teaching, and the pedagogical innovations they employed. The results revealed that the ELT practiced majority of the reflective teaching components as compared to the shifting, inconsistent reflective practices of the NLT. The experienced practitioner also had more reflective entries and relevant accounts in her daily lesson log than the less experienced one. It was also revealed that in relation to teaching strategies and innovations, the ELT incorporated more varied, eclectic mechanisms in teaching English while the NLT adhered to more practical ones. Both participants also viewed students' unpreparedness, inattentiveness, and absenteeism as factors that make language teaching difficult. As such, it may be assumed that wealth of experience may influence the extent by which a teacher observes reflective practices in L2 teaching.
References
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Northern Michigan University (2017). Peer evaluation of teaching. Retrieved from http://www.nmu.edu/ctl/peer-evaluation-teaching.
Okas, A., van der Shaaf, M., & Krull, E. (2014). Novice and experienced teachers' views on professionalism. TRAMES, 18(4), 327-344.
Orland-Barak, L. & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23, 957-969.
Pollard, A., et al. (2006). Reflective teaching. London: Continuum.
Richards, J.C., & Farrell, T. (2005). Professional development for language teachers. New York: Cambridge University Press.
Richards, J.C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Rugen, B. (2013). Language learner, language teacher: Negotiating identity positions in conversational narratives. In: Barkhuizen G (ed.), Narrative research in applied linguistics. Cambridge: Cambridge University Press.
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Savaskan, I.P. (2013). Readiness for action research: Are teacher candidates ready to become an agent of action research? International Journal of Innovative Interdisciplinary Research, 12, 49-63.
Schön, D. (1983). The Reflective Practitioner: How professionals think in action. London: Temple Smith.Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32.
The British Council (2012). Reflective teaching: Exploring our own classroom practice. Retrieved from https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroompractice.
Tsui, A.B.M. (2005). Understanding expertise in teaching: Case studies in ESL. Cambridge: Cambridge University Press.
Tsui, A B.M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: Theory and Practice, 15(4), 421-439.
Valencia, J.P. (2016). Project DARE: Developing Action Research Efficacy of Teachers to improve instructional practice initiatives in the Division of Pampanga. Retrieved from http://www.deped.gov.ph/sites/default/files/page/2016/9Division%20of%20%20Pampanga%20%28Dr.%20Jane%20P.%20Valencia%29.pdf.
Valli, L. (1992). Listening to other voices. Peabody Journal of Education, 72(1), 67-88.
Wallace, M.J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Waring, H.Z. (2011). Two mentors' practices that generate teacher reflection without explicit solicitations: Some preliminary considerations. RELC Journal, 44(1), 103-119.
Webb, P. T. (1999). The use of language in reflective teaching: Implications for self-understanding. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Zeichner, K.M. (2008). A critical analysis of reflection as a goal for teacher education. Educacao & Sociedade, 9(103), 1-10.
Zeichner, K.M. & Liston, D.P. (1996). Reflective teaching: An introduction. Mahwah, NJ: L. Erlbaum Associates.
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227.
Aliakbari, M., & Faraji, E. (2014). Basic principles of critical pedagogy. Retrieved from http://www.ipedr.com/vol17/14-CHHSS%202011-H00057.pdf.
Alsubaie, M.A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.
Bailey, K.M. (1997). Reflective teaching: situating our stories. Asian Journal of English Language Teaching, 7, 1–19.
Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25–42.
Bartlett, L. (1997). Teacher development through reflective teaching. In: Richards, J.C., Nunan, D. (Eds.), Second language teacher education. New York: Cambridge University Press.
Berliner, D.C. (1994). Expertise: The wonders of exemplary performance. In Creating powerful thinking in teachers and students, 141–186. John N. Mangieri and Cathy Collins Block, eds. Ft. Worth, TX: Holt, Rinehart & Winston.
Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473-498.
Brandt, C. (2006). Allowing for practice: a critical issue in TESOL teacher preparation. ELT Journal, 60(4), 355–64.
Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37–46.
Copland, F., Ma, G., & Mann, S.J. (2009). Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development, 12, 14-23.
Day, C. (1993). Reflection: a necessary but not sufficient condition for teacher development. British Educational Research Journal, 19(1).
Department of Education (2016). Policy guidelines on daily lesson preparation for the K to 12 Basic Education Program. Retrieved from http://www.deped.gov.ph/orders/do-42-s-2016.
Dela Rosa, J.O. (2016). Experiences, perceptions and attitudes on ICT integration: A case study among novice and experienced language teachers in the Philippines. International Journal of Education and Development using Information & Communication Technology, 12(3), 37-57.
Ericsson, K.A. (1996). The road to excellence: the acquisition of expert performance in the arts and sciences, sports and games. New Jersey: Lawrence Erlbaum Associates, Inc.
Essays UK (2017). Teaching with affection teacher student relationship education essay. Retrieved from https://www.ukessays.com/essays/education/
teaching-with-affection-teacher-student-relationship-education-essay.php.
Farrell, T. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. California: Corwin Press.
Farrell, T. (2008). Reflective language teaching. New York: Continuum.
Farrell, T. S. C. (2011). Keeping SCORE: Reflective practice through classroom observations. RELC Journal, 42(3), 265-272.
Franckowiak, B. (2015). How can teacher identity affect the classroom environment? Retrieved from https://www.researchgate.net/post/How_can_teacher_identity_affect_the_classroom_environment.
Halliday, J. (1998). Technicism, reflective practice and authenticity in teacher education. Teaching and Teacher Education, 14, 579-605.
Hillier, Y. (2005). Reflective teaching in further and adult education. London: Continuum.
Jay, J.K. & Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18.
Kagan, D.M. (1992). Professional growth among preservice teachers. Review of Educational Research, 62, 129–169.
Katz, L. (2014). Teachers' reflections on critical pedagogy in the classroom. Retrieved from http://escholarship.org/uc/item/2c6968hc.
Komur, S. & Gun, S. (2016). English language teachers' reflective practices for understanding their teaching processes. The Journal of Language Teaching and
Learning, 6(2), 14-27.
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
Mann, S. (2005). The language teacher's development. Language Teaching, 38, 103–18.
Morales, M.P.E., Abulon, E.L.R., Soriano, P.R., David, A. P., Hemosisima, M.V.C. & Gerundio, M.G. (2016). Examining teachers' conception of and needs on action research. Issues in Educational Research, 26(3), 464-489.
Murphy, J.M. (2001). Reflective teaching in ELT. In: Celce- Murcia, M. (Ed.), Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle.
Neumann, J.W. (2013). Critical pedagogy's problem with changing teachers' dispositions towards critical teaching. Interchange, 44(1), 129-147.
Noormohammadi, S. (2014). Teacher reflection and its relation to teacher efficacy and autonomy. Procedia - Social and Behavioral Sciences, 98, 1380 – 1389.
Northern Michigan University (2017). Peer evaluation of teaching. Retrieved from http://www.nmu.edu/ctl/peer-evaluation-teaching.
Okas, A., van der Shaaf, M., & Krull, E. (2014). Novice and experienced teachers' views on professionalism. TRAMES, 18(4), 327-344.
Orland-Barak, L. & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23, 957-969.
Pollard, A., et al. (2006). Reflective teaching. London: Continuum.
Richards, J.C., & Farrell, T. (2005). Professional development for language teachers. New York: Cambridge University Press.
Richards, J.C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Rugen, B. (2013). Language learner, language teacher: Negotiating identity positions in conversational narratives. In: Barkhuizen G (ed.), Narrative research in applied linguistics. Cambridge: Cambridge University Press.
Salud, J.A. (2017). Wrong practices teachers make”¦ unconsciously. Retrieved from https://www.teacherph.com/wrong-practices-teachers-makeunconsciously/.
Savaskan, I.P. (2013). Readiness for action research: Are teacher candidates ready to become an agent of action research? International Journal of Innovative Interdisciplinary Research, 12, 49-63.
Schön, D. (1983). The Reflective Practitioner: How professionals think in action. London: Temple Smith.Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32.
The British Council (2012). Reflective teaching: Exploring our own classroom practice. Retrieved from https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroompractice.
Tsui, A.B.M. (2005). Understanding expertise in teaching: Case studies in ESL. Cambridge: Cambridge University Press.
Tsui, A B.M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: Theory and Practice, 15(4), 421-439.
Valencia, J.P. (2016). Project DARE: Developing Action Research Efficacy of Teachers to improve instructional practice initiatives in the Division of Pampanga. Retrieved from http://www.deped.gov.ph/sites/default/files/page/2016/9Division%20of%20%20Pampanga%20%28Dr.%20Jane%20P.%20Valencia%29.pdf.
Valli, L. (1992). Listening to other voices. Peabody Journal of Education, 72(1), 67-88.
Wallace, M.J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Waring, H.Z. (2011). Two mentors' practices that generate teacher reflection without explicit solicitations: Some preliminary considerations. RELC Journal, 44(1), 103-119.
Webb, P. T. (1999). The use of language in reflective teaching: Implications for self-understanding. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Zeichner, K.M. (2008). A critical analysis of reflection as a goal for teacher education. Educacao & Sociedade, 9(103), 1-10.
Zeichner, K.M. & Liston, D.P. (1996). Reflective teaching: An introduction. Mahwah, NJ: L. Erlbaum Associates.
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Dec 21, 2017
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How to Cite
Dela Rosa, J. P. O. (2017). Mirroring Reflective Practices in L2 Teaching: A Dichotomy Between Novice and Experienced Language Teachers. The Normal Lights, 11(2). https://doi.org/10.56278/tnl.v11i2.537
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Research Article
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