The Effect of Using Reflective Teaching Strategies on Developing Classroom Performance of Prospective Teachers of English at Al-Aqsa University

Abstract

This study aimed at investigating the effect of using the reflective teaching strategies on developing the classroom performance of prospective teachers of English at Al-Aqsa University. The Quasi-experimental design was adopted. The sample of the study consisted of 32 prospective female teachers of English enrolled at the Faculty of Education – Al-Aqsa University. They were randomly assigned to two groups (control and experimental). The control group received only the traditional supervisory practices while the experimental group was trained in using reflective teaching and introduced to three different activities of reflection which were journal writing, peer observation, and five-minute papers. Research instruments were interviews, checklist of classroom teaching practices, analytic scoring rubric of journal writing and peer classroom observation. Descriptive statistics (means, standard deviation, frequencies, ranks and percentages), independent and paired samples t-test (2-tailed) were used for data analysis. The effect size "d" was computed using Eta Squared (η2). Findings of the study showed the most important classroom teaching performance and practices in classroom in light of the checklist developed for that purpose. The results also demonstrated that a significant improvement  in  classroom  performance  of  the  experimental  group in the post-observation. The study findings also indicate that statistically significant differences at 0.01 level were found in overall classroom performance and in six dimensions namely:  giving  effective instructions,  using  motivated  question techniques,  choosing  suitable techniques for correcting mistakes, praising the correct answers, systematic handling of the blackboard, and making and using available audio-visual aids, in favor of the experimental group. Moreover, statistically significant differences at 0.01 level were also noted in overall classroom performance and in the six dimensions of classroom performance of the experimental group, in favor of those of the posttest.  The  study  concluded  that  the  reflective  teaching  strategies  can  be  used effectively with student teachers during the practicum period. It was recommended that it should be incorporated in EFL teacher education programs, specifically in the EFL methodology course. However, student teachers should make every effort to learn more about a variety of reflective activities.  The  reflective  teaching  strategies  could  be  used  on  developing  and  improving  the classroom performance of in-service teachers as well. Prospective teachers should be trained on methods of developing reflective thinking levels.