How can reflective teaching practice improve EFL teachers’ classroom teaching skills?: a case study
| [Abstract] | |
| Type | Article |
| Document no. | 117575 |
| Author | Karwad, Asma Issa. |
| Pages | pp. 30-42 |
| Host Item Entry |
المجلة العلمية لكلية التربية. مج. 2، ع. 6، ديسمبر 2016
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| Electronic Location |
Full text (PDF)
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| Descriptors | Skill development - Teaching skills - Teaching competencies - English - Language teachers |
| Language of document | English |
| Country | Libya |
Reflective teaching practice is considered to be a personal awareness discovery process. It is actions and practices are used fundamentally by teachers to develop themselves as reflective practitioners. This study reviews how reflective teaching practice can improve EFL teachers’ classroom teaching skills. The study adopted a quantitative research characterized by a questionnaire filled by 76 EFL teachers in 17 preparatory and secondary schools in Misurata, Libya. The data were analyzed by SPSS version 16. It concluded that reflective teaching practice helped teachers in developing their strategies and avoid committing the mistakes again. It demonstrates that reflective teaching will be very useful in formulating new methods of teaching based on their experience. (Published abstract)
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| Karwad, Asma Issa. (2016). How can reflective teaching practice improve EFL teachers’ classroom teaching skills?: a case study. المجلة العلمية لكلية التربية. مج. 2، ع. 6، ديسمبر 2016. pp. 30-42 Retrieved from search.shamaa.org |