Experimental Research On Reflective Teaching For English Teachers In A Non-state Run Middle School

The present research suggests that a more helpful approach to take in seeking to understand teaching process is a constructive one. Constructivism attempts to answer the questions: What are the ways in which different individuals try to make sense of their worlds? How do they construct their own personal views or meanings from the world around them? Every learner will bring a different set of knowledge and experience to the learning process. No two people will learn precisely the same thing from any particularly similar learning situation. An individual's understanding of the world is constantly being reshaped as he or she adapts existing knowledge and experience to new information and situations. Since a teacher is also a learner, constructivism, in my opinion, is adapted to the teachers and their reflective teaching process, too.Presented in this thesis is to enhance the teachers' awareness of their own English classroom teaching by introducing strategies and some reflective approaches, such as journals, lesson reports, audio or video recording of lessons, observation, and action research. By involving them in analyzing and research into the activities and interaction in class, I want to make it clear that once teachers enter teaching they are expected to master the more "trivial" aspects of teaching, such as how to handle routine classroom techniques and procedures. The process of reflective upon their own teaching should be viewed as an essential component in developing knowledge and theories of teaching, and is hence a key element in their professional development.Based on constructivism and reflective language teaching approaches and carried out through attending real-time class, videotaping, recording, inquiring and interviewing, etc, the research is to prove:Much of what happens in the daily English language teaching is unknown to our teachers. An informed teacher has an extensive knowledge base about teaching. Experience is insufficient as a basis for the teachers' professional development. Actually much can be learned about teaching through self-inquiry. Critical reflection can trigger a deeper understanding of teaching. The reflective teaching process is to be continued throughout a teacher's lifelong career and teachers should take responsibility for their own professional development.