Developing Reflectivity in an Iranian in-Service Teacher Education Program: A Case of Teachers Teaching English Books Prospect 1, 2 and 3 in Iranian Junior High Schools

Reflective teaching has been a dominant paradigm in teacher education programs around the world.This study encouraged the EFL teachers to move beyond the levels of routinized responses to classroom situations and achieve awareness of how they teach, of the usefulness and effect of their instructional decisions. The study aimed at answering these research questions: (1) what do teachers write about in their reflective journals. (2) What are the in-service teachers viewpoints on the reflective teaching program This study focuses on 10 in-service teachers teaching English books prospect in Iranian junior high schools in Kalaleh, Iran. In response to the first research question, the researcher categorized and coded what the participants wrote in their journals for analysis. In response to the second research question, we adapted seven validated reflective questions about in-service teachers viewpoints in the education program. We collected, analyzed and summarized data based on the participants writing reflective journals qualitatively with inductive thematic analysis. They tended to identify problems and tried to produce relevant solutions by their reflection. Some implications arementioned for teacher education programs.

کلیدواژه ها:

reflective teaching ، reflective journals ، in – service teachers ، critical reflections