Reflective practice for growth : the case of two novice teacher‎s

Abstract

This study represents the results of reflective practice of two novice English language teachers in their teaching practice. The study aimed for three objectives. The first aim was to use Akbari et al's (2010) reflective teaching model to realize which reflective components may be found in the logs written by the two teachers. The second aim was to explore the chronological type of reflection the two novice teachers are engaged in. finally, the third aim was to discover how reflective practice changed the teaching practice of two EFL novice teachers. Two participants from two language institutions contributed to the study. Data collection procedures include daily reports that the teachers wrote about their classroom activities. They described ‎ their own reactions and feelings around the practices which happened during each session. The researcher then categorized the reflections in order, and also divided the reflections to three categories including reflection before action, reflection during action and reflection after action, and applied a descriptive qualitative method to analyze the data. Results indicated that the two teachers engaged in different reflective components as well as different chronological types of reflection. Also, it was found that the use of reflective practice could bring about positive changes in the novice teachers' teaching practice and improve their overall professional practice.