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

Other Title(s)

أثر استخدام استراتيجيات التدريس التأملي على تطوير الأداء الصفي للطالبات المعلمات تخصص اللغة الإنجليزية في جامعة الأقصى

Author

Abu al-Aynayn, Ayman Hasan Ahmad

Source

International Journal of Research in Educational Sciences

Issue

Vol. 1, Issue 3 (31 Jul. 2018), pp.311-343, 33 p.

Publisher

International Foundation of the Future Horizons

Publication Date

2018-07-31

Country of Publication

Estonia

No. of Pages

33

Main Topic

Education
Languages

Topics

Abstract EN

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

The Quasi-experimental design was adopted.

The sample of the study consisted of 32 prospective female teachers of English enrolled at the Faculty of Education – Al-Aqsa University.

They were randomly assigned to two groups (control and experimental).

The control group received only the traditional supervisory practices while the experimental group was trained in using reflective teaching and introduced to three different activities of reflection which were journal writing, peer observation, and five-minute papers.

Research instruments were interviews, checklist of classroom teaching practices, analytic scoring rubric of journal writing and peer classroom observation.

Descriptive statistics (means, standard deviation, frequencies, ranks and percentages), independent and paired samples t-test (2-tailed) were used for data analysis.

The effect size "d" was computed using Eta Squared (η2).

Findings of the study showed the most important classroom teaching performance and practices in classroom in light of the checklist developed for that purpose.

The results also demonstrated that a significant improvement in classroom performance of the experimental group in the postobservation.

The study findings also indicate that statistically significant differences at 0.01 level were found in overall classroom performance and in six dimensions namely: giving effective instructions, using motivated question techniques, choosing suitable techniques for correcting mistakes, praising the correct answers, systematic handling of the blackboard, and making and using available audio-visual aids, in favor of the experimental group.

Moreover, statistically significant differences at 0.01 level were also noted in overall classroom performance and in the six dimensions of classroom performance of the experimental group, in favor of those of the posttest.

The study concluded that the reflective teaching strategies can be used effectively with student teachers during the practicum period.

It was recommended that it should be incorporated in EFL teacher education programs, specifically in the EFL methodology course.

However, student teachers should make every effort to learn more about a variety of reflective activities.

The reflective teaching strategies could be used on developing and improving the classroom performance of in-service teachers as well.

Prospective teachers should be trained on methods of developing reflective thinking levels.

American Psychological Association (APA)

Abu al-Aynayn, Ayman Hasan Ahmad. 2018. The effect of using reflective teaching strategies on developing classroom performance of prospective teachers of English at Al-Aqsa University. International Journal of Research in Educational Sciences،Vol. 1, no. 3, pp.311-343.
https://search.emarefa.net/detail/BIM-793480

Modern Language Association (MLA)

Abu al-Aynayn, Ayman Hasan Ahmad. The effect of using reflective teaching strategies on developing classroom performance of prospective teachers of English at Al-Aqsa University. International Journal of Research in Educational Sciences Vol. 1, no. 3 (Jul. 2018), pp.311-343.
https://search.emarefa.net/detail/BIM-793480

American Medical Association (AMA)

Abu al-Aynayn, Ayman Hasan Ahmad. The effect of using reflective teaching strategies on developing classroom performance of prospective teachers of English at Al-Aqsa University. International Journal of Research in Educational Sciences. 2018. Vol. 1, no. 3, pp.311-343.
https://search.emarefa.net/detail/BIM-793480

Data Type

Journal Articles

Language

English

Notes

Includes bibliographical references : p. 341-343

Record ID

BIM-793480