How Do I Teach? Exploring Knowledge of Reflective Practice among In-Service EFL Teachers in Ukraine

Autor/inn/en	Kharlay, Oksana; Wei, Wei; Philips, Jeremy
Titel	How Do I Teach? Exploring Knowledge of Reflective Practice among In-Service EFL Teachers in Ukraine
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 2, S.188-205 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kharlay, Oksana) ORCID (Wei, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2062709
Schlagwörter	Teaching Methods; Reflective Teaching; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Professionalism; Teacher Attitudes; Experienced Teachers; Beginning Teachers; Peer Relationship; Journal Writing; Foreign Countries; Action Research; Elementary Secondary Education; Ukraine + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Professionalität; Lehrerverhalten; Junior teacher; Junglehrer; Peer-Beziehungen; Zeitschriftenaufsatz; Ausland; Projektforschung
Abstract	This study seeks to investigate the scope and quality of reflective practice in ELT in contemporary Ukraine. 56 English as a Foreign Language (EFL) teachers were surveyed to gain a better understanding of reflective practice in the country. Data were collected using both a quantitative (questionnaire) and qualitative (interview) method. The results suggest that Ukrainian EFL teachers apply reflective practice consistently but not systematically in their teaching. However, the study also reveals a significant gap in the understanding of the concept of reflective practice between experienced and novice teachers. Teaching experience appears to be a key differentiating factor in using reflection as a critical lens for improving their professionalism. Generally, teachers prefer peer sharing and observations against journaling or even organised notes, which are viewed as time-consuming and eating into a busy schedule. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01