The Significance of Promoting Teacher Reflection: A Review Article

Mahnaz Moayeri; Ramin Rahimiy

doi:10.5294/laclil.2019.12.1.6

Authors

Mahnaz Moayeri Author Department of English Language, Tonekabon Branch, Islamic Azad University, Iran http://orcid.org/0000-0003-0551-9656
Ramin Rahimiy Author Department of English Language, Tonekabon Branch, Islamic Azad University, Iran http://orcid.org/0000-0002-0859-7812

DOI:

https://doi.org/10.5294/laclil.2019.12.1.6

Keywords:

Criticism, second language instruction, foreing languages, English as a foreign language, knowledge, teacher beliefs, teacher attitudes, teacher reflection

Abstract

La importancia de promover la reflexión del profesor: artículo de revisión

A importância de promover a reflexão docente: artigo de revisão

The present review article is intended to bring the significant issue of teachers’ reflective practice into the limelight by overviewing how this concept evolved through time and what it promises for successful teaching. The concept of teacher reflection, defined as teachers’ beliefs about their teaching practice, has been subjected to a number of criticisms regarding its instrumental nature, disregard of social justice, and a vague reinforcement of the existing ideologies instead of challenging beliefs. These critiques have been discussed in this article, and possible ways to overcome the challenges are highlighted. Furthermore, pieces of evidence from a number of previous research studies are reviewed, which highlight how practicing reflection enables teachers to become aware of both their individual development and the different dimensions of the education program. It is further discussed that teacher reflection can benefit from different research perspective attempting to solve the ambiguities blurring its significance.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Moayeri, M, & Rahimiy, R. (2019). The significance of promoting teacher reflection: A review article. LACLIL, 12(1), 128-143. DOI: https://doi.org/10.5294/laclil.2019.12.1.6

Received: 09/12/2018

Approved: 21/05/2019

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Author Biographies

Mahnaz Moayeri, Department of English Language, Tonekabon Branch, Islamic Azad University, Iran

Mahnaz Moayeri is currently a PhD candidate at the Department of English Language, Tonekabon Branch, Islamic Azad University, Iran. She studied BA and MA at the University of Guilan, Iran. She ranked first in both MA and Ph.D., with five years of teaching experience in the university context. Her research interests fall within the realm of Applied Linguistics, computer-assisted language learning, and task-based language teaching.

Ramin Rahimiy, Department of English Language, Tonekabon Branch, Islamic Azad University, Iran

Ramin Rahimy is an assistant professor in TEFL. He is the faculty member of the Islamic Azad University, Tonekabon Branch, Iran where he has been teaching English courses for over 20 years. He has ever published papers on different fields of second language acquisition and applied linguistics in the academic journals. He is interested in psycholinguistic aspects of L2 acquisition, translation studies, and sociolinguistics and is focusing on EFL vocabulary learning. He has also reviewed various articles for SAGE journals, Pablons, and other known journals.

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