عنوان پایان نامه :
The Relationship between Teacher-Reflection and Teacher-Efficacy of Novice and Experienced EFL Teachers
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This study aims to explore the relationship between reflective teaching and teacher self-efficacy, and identify the role of teachers’ experience in each of these constructs and on their relationships. Teacher self-efficacy is associated with numerous student and teacher positive outcomes, such as teaching effectiveness, achievement, and motivation (Knoblauch & Hoy, 2008; Eun & Heining-Boynton, 2007; Barkley, 2006; Milner, 2002; Tschannen-Moran, Hoy, & Hoy, 1998). However, researches conducted on this construct have mostly focused on its outcomes and little attention has been paid to make teachers more self-efficacious. If this study establishes the proposed relationship, a practical way towards self-efficacy reinforcement is suggested.
On the other hand, a large body of research has been devoted to investigating teachers’ experience, and its relationship to effective teaching. In addition, many researchers have scrutinized different aspects of reflective teaching, theoretically and practically. Furthermore, teachers’ self-efficacy is the core subject of many research papers and dissertations. Nevertheless, there is little published research in the professional literature investigating the relationship between teacher experience and teachers’ success as reflective practitioners (Akbari, Behzadpoor, & Dadvand, 2010; Akbari, 2007). In this section, accordingly, the most related researches conducted in the aforementioned disciplines have been reviewed. In so doing, two main areas emerged. First, teachers’ self-efficacy and the endeavors in developing reliable scales to measure it were scrutinized. secondly, the area of reflective teaching and its relationship to teaching quality was reviewed and selected literature regarding teachers’ self-efficacy and reflective teaching was discussed. The results of these reviews are presented in the current chapter.