Investigating the role of experience in reflective practice of iranian language teachers

Abstract

The emergence of reflective thinking in humanities touched the field of language teaching deeply. Language teaching in EFL contexts was not far from this effect, where reflection on teaching has gained a lot of attention and research in the last decade. To bring to light the different dimensions of reflective thinking in language teaching, the current study was an attempt to examine the effects of years of professional experience on practicing reflective teaching in Iranian context. To this aim, a five-point Likert scale questionnaire was adopted including 29 items investigating five different dimensions of reflective teaching including practical, cognitive, affective, meta-cognitive, and critical dimensions. As our subjects, 62 EFL teachers participated in this study with 1 to 26 years of professional experience who were classified in 5 different experience groups. The results of the study showed no significant difference among 5 experience groups of teachers in their commitment to reflective practice in language classrooms.