The Impact of Reflective Teaching Model on Enhancing Pre-service Teachers' critical Reflection, Self-efficacy, and Democratic Values

Abstract

Reflective teaching is a significant element in student teachers’ initial training programme. It has also been widely acknowledged by many researchers as an approach that could promote teachers’ professional development and improves the quality of teaching and learning. Jacobs, Vakalisa and Gawe (2011) contend that reflective teaching offers teachers the opportunity to renew their practice and to understand the effects of their teaching. Hence the main purpose of this study is to explore the impact of reflective teaching model-based intervention program on enhancing critical reflection, self-efficacy and democratic values among EFL pre-service teachers. To this aim, 40 homogenous pre-service EFL teachers were chosen and divided into two experimental groups. Whereas the first experimental group benefitted from Korthagen (2004) onion model of reflection, the second group benefitted from reviewing the teaching methods. The researcher hypothesized that having familiarity with teaching methods doesn't necessarily develop reflectivity among EFL teachers. Therefore, the teachers in the first experimental group in this study benefitted from Korthagen's onion model of reflectivity, while the teachers in the second experimental group, exclusively had general review of the teaching methods targeted in this study. The results indicated that developing reflectivity among pre-service teachers can have intrinsic effect on critical reflection, self-efficacy and democratic values on the first experimental group while has any effects on the second group. In total the findings indicated that reflective teaching model within the onion model intervention increased EFL teachers' awareness towards critical reflection, self-efficacy and democratic values.