Institute of Educational

Mendeley  

Zotero  

davoudi M, ghorbani R, adel M, amirian M. An Analysis of Iranian EFL Teachers’ Perceptions of Reflective Teaching: A Qualitative Study. Journal title 2018; 5 (37) :76-105
URL: http://erj.khu.ac.ir/article-1-443-en.html

this qualitative study sets out to capture Iranian EFL teachers’ perceptions of reflective teaching. In doing so, a semi-structured interview was done with a theoretical sampling comprising 15 EFL teachers. Drawing on a grounded theory method the collected data were analyzed whose results led to the emergence of five categories with reflective teaching understanding as the core category and teaching issues, learner’s issues, teacher-related factors, advantages of, and obstacles to reflective teaching as subcategories. The emerging categories were discussed in the context of language teaching along with some recommendations. The results indicated that the teachers have awareness of reflective teaching and support its priviples. The findings of the present research might be of value to the curriculum developers and course instructors of teacher education programs to design courses.