| This paper has attempted to examine the understandings of reflectiveteaching toward English language teachers and find out some factors that might haveinfluence on implementing reflective teaching. The paper also investigated theattitudes of teacher’s to facilitate reflection in the process of teachers’ professionaldevelopment. The aim of this paper is to present findings that might help Englishlanguage teachers to develop effective teaching methods by using reflection. Thestudy is carried out in a higher education institution in China. The paper consists offive main parts. The introduction gives a general background of the situation ofreflective teaching in Chinese higher education context. Reflective teaching has beenconsidered as an effective way of enhancing quality of teaching for a long time. Thesituation here in the School of Foreign Language is reflection practice was not acompulsory until the dean of the school made requirement for teachers to reflect theirteaching and write summaries about teaching. The rationale of reflective teaching iscomprehensively summarized as well. The aims of the study which are shown in theintroduction are to investigate whether the English teachers are familiar with thenotion of reflective teaching, how they reflect their own teaching, etc. and to find outwhether they reflect on teaching when they teach, to examine whether they havedifferent reflection methods, and to explore some factors that may affect theirteaching. The paper makes a literature review of reflective teaching. The researchmethods are designed based on the theories that summarized in the literature part.Case study is adopted throughout the study. Questionnaire and interviews is utilizedrespectively as the means to investigate implementation of reflective teaching. Theconclusion part gives suggestions of promoting the teaching quality and possible waysfor teachers to reflect their own teaching practice, especially for those teachers whojust begin their professional life. |
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