文章基本信息

标题：Reflective Teaching and Language Teacher Education Programmes: A Milestone in Yemen and Saudi Arabia
本地全文：下载
作者：Al-Ahdal, Arif Ahmed Mohammed Hassan ; Al-Awaid, Salmeen Abdulrahman Abdullah
期刊名称：Journal of Language Teaching and Research
印刷版ISSN：1798-4769
出版年度：2014
卷号：5
期号：4
页码：759-768
DOI：10.4304/jltr.5.4.759-768
语种：English
出版社：Academy Publisher
摘要：A language teacher faces constantly diverse class-room situations; he tries to adopt appropriate theory of learning, approach, technology, and tools and aids to create understanding in context. In doing so, he draws upon his experience and peer-experience to resolve problems and issues through the process of reflection. He takes help of research results, and does research work, sources specialist literature or undergoes need-based training – not once but repeatedly to develop competence to cope with class-room situations and remove social or psychological barriers, more particularly in the case of second or foreign language teaching. In reflective practice, the teacher summons all his faculties, experiences and appropriate theory to practise in the classroom. A language-teacher observes his students’ reactions and reflects on the results after responding to such learning behaviour of the students. Following the reflection, the teacher decides to adapt or modify the theory chosen earlier. A classroom is like a laboratory where a teacher relates teaching theory to teaching practice and observes the students’ responses. This paper is an attempt to give focus to the importance of reflective teaching in general with special reference to Language Teacher Education Programmes in Yemen and Kingdom of Saudi Arabia as well as check the teachers' awareness of reflective teaching. 50 teachers of English from both the countries were surveyed and interviewed for the purpose.
关键词：reflective teaching;language teacher education;peer teaching/interaction;ICT tools;classroom problems;teacher-training