The impact of using reflective teaching strategies on developing classroom performance of prospective students of English at Al-Aqsa University

Abstract EN

This study aimed at investigating the impact of using reflective teaching strategies on developing classroom performance of prospective teachers of English at Al-Aqsa University.

The researcher adopted Quasi-experimental approach.

The sample of the study consists of (32) prospective teachers of English randomly chosen and enrolled at the first term of the academic year (2017-2018).

Research instruments were interviews, a checklist and analytic scoring rubric.

Descriptive statistics were used for data analysis.

In light of the checklist, the study showed that there are many important classroom teaching practices.

The results also demonstrated a noticeable improvement in the classroom performance of the experimental group in the post-observation.

The study findings also illustrate that statistically significant differences at (0.01) level were found in overall classroom performance and in the six cores of the experimental group in favor of posttest.

The study recommended the Reflective Teaching Strategies should be incorporated in EFL teacher education programs.