The Significance of Promoting Teacher Reflection: A Review Article

Mahnaz Moayeri; Ramin Rahimiy

doi:10.5294/laclil.2019.12.1.6

Autores/as

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

Palabras clave:

Crítica, enseñanza de una segunda lengua, lengua extranjera, inglés como segunda lengua, conocimiento, creencias del profesor, actitud docente, reflexión del profesor

Resumen

The Significance of Promoting Teacher Reflection: A Review Article

A importância de promover a reflexão docente: artigo de revisão

El presente artículo de revisión tiene como objetivo traer a un primer plano el importante tema de la práctica reflexiva de los docentes mediante un análisis de la evolución de este concepto a través del tiempo y lo que promete para el éxito en la enseñanza. El concepto de reflexión docente, definido como la opinión de los profesores sobre su práctica docente, ha sido objeto de una serie de críticas con respecto a su naturaleza instrumental, su indiferencia hacia la justicia social y un vago refuerzo de las ideologías existentes en vez de creencias desafiantes. En este artículo se discuten estas críticas y se hace hincapié en las posibles formas de superar los desafíos. Adicionalmente, se revisan las pruebas de una serie de estudios de investigación anteriores que destacan cómo la práctica de la reflexión les permite a los maestros tomar conciencia de su desarrollo individual y de las diferentes dimensiones del programa educativo. Se discute, además, que la reflexión docente puede beneficiarse de diferentes perspectivas de investigación que buscan resolver las ambigüedades que confunden su significación.

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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Biografía del autor/a

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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