jen cozzens ling 620 ohio university. reflective teaching reflective teacher

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Measuring Teacher reflection in the second language classroom Jen Cozzens LING 620 Ohio University

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Page 1: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

Measuring Teacher reflection in the second language

classroom

Jen CozzensLING 620

Ohio University

Page 2: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

Reflective teaching Reflective teacher

Research area

Page 3: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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

Page 4: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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

Page 5: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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

Page 6: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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

Page 7: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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

Page 8: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

Materials/instruments◦Questionnaire created by Akbari et al.

2010 29 items Likert scale 1-5

◦Focus-group questions

Methodology

Page 9: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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

Page 10: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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

Page 11: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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

Page 12: Jen Cozzens LING 620 Ohio University.  Reflective teaching  Reflective teacher

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