Measuring Teacher reflection in the second language
classroom
Jen CozzensLING 620
Ohio University
Reflective teaching Reflective teacher
Research area
Akbari et al. (2010) discusses reflective teaching as a construct that has yet to be fully operationalized for study
Testing the validity of the above study’s questionnaire
Discovering more information on teachers’ views on reflection
Aim/Justification
Akbari, R., Behzadpoor, F., Dadvand B. (2010). Development of English
language teaching reflection inventory. System, 38, 211-227.
Bullough, Robert V. & Gitlin, Andrew D. (2001). Becoming a student of
teaching. NY& London: RoutledgeFalmer, 13-14.Danielewicz, Jane. (2001). Teaching selves: Identity,
pedagogy andteacher education. Albany: State University of New
York. 156-158.Dornyei, Zoltan.(2007). Research methods in applied
linguistics.Oxford: Oxford University Press.
Gun, Bahar. (2010). Quality self-reflection through reflection training.
ELT Journal, (June 23, 2010), ccq040.
References
Do most EFL/ESL teachers reflect? What are the reasons teachers give for using
reflective practices? Do the majority of teachers believe reflection will
improve their teaching ability or classroom? For what factor do the different levels and types
of teachers reflect; meta-cognitive, cognitive, practical, critical, affective or more than one?
Research questions
What other factors affect teacher reflection such as time, interest, requirement etc?
Does the questionnaire created by Akbari et al 2010 represent teacher reflection equally to the views of the focus group?
Does the questionnaire represent teacher reflection accurately overall?
Research questions
Subjects/Sources◦30-50 participants ages 18-40 working as
a teacher or teaching assistant in Ohio University’s OPIE program have or are working towards a M.A. Similar numbers of male and female teachers Variety of L1 and L2 backgrounds
Methodology
Materials/instruments◦Questionnaire created by Akbari et al.
2010 29 items Likert scale 1-5
◦Focus-group questions
Methodology
Procedure 1. IRB and Dept head approval2. Tell/ email teachers about my research and
that I will be sending questionnaires3. Pilot questionnaire with a few participants4. Deliver questionnaires in person or by email 5. Analyze completed questionnaires6. Use data to create focus group questions
and choose participants to invite7. Transcribe and describe focus group a8. Relate back to QUAN data
Methodology
Data & Analysis◦Data will consist of participants’
questionnaire responses and participants’ responses transcribed from the focus group
◦Data will be analyzed quantitatively for the questionnaire and qualitatively for the focus group
Methodology
Getting Permission Sample size Is the questionnaire Akbari et al 2010
really a good measure of teacher reflection
Teachers may exaggerate their reflective activities for social/desirability factors
Anticipated problems/limitations of the study
Conclusive and patterned results that support the validity of the aforementioned questionnaire.
Majority of findings coming from teacher input in the focus group
Time constraints/responsibilities affect reflection
Expected findings