Self-Reflection vs. Group-Reflection Training: The Investigation of Iranian In-Service EFL Teachers’ Performance Development

Abstract

The current study investigates the effect of self- and group-reflection training on Iranian in-service EFL teachers’ performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences, 40 in-service EFL teachers were selected. An observation checklist, a semi-structured interview, and the Skype app were employed. There were two groups, i.e., a self-reflection group (N=20) and a group-reflection group (N=20; five subgroups with four members). A mixed-methods design was used in this study. Before the training phase, the pre-test (observation checklist) was administered. During the training phase, the self-reflection group members were exposed to self-reflection practice. In addition, the group-reflection participants were exposed to the group-reflection practice. The instruction was presented in 16 sessions twice a week for two months. After the training phase, the post-test (observation checklist) was administered. Moreover, participants were given a semi-structured interview on their reactions to their teaching efficacy. The obtained data were analyzed through SPSS software version 23. The analysis of data revealed that implementing the principles of self-reflective and group-reflective instructions had statistically significant effects on Iranian in-service EFL teachers’ teaching performance. Also, participants believed that reflective practice in both forms had constructive effects on their teaching performance. This study has pedagogical implications for English language teachers, EFL learners, and teacher educators who seek to find more effective teaching methodologies and help them to construct their own meaning of teaching.

Keywords

• group-reflection
• in-service efl teachers
• reflective practice
• self-reflection
• teaching performance development