English Teacher Reflective Thinking Based on Student Feedback

• OKAZAKI Hiroyuki

  University of Toyama

Bibliographic Information

Other Title

• 生徒からのフィードバックに基づく英語教師の省察的思考

Abstract

The present qualitative study aims to construct a conceptual model of English teachers' reflective thinking stimulated by student feedback. Seven senior high and one junior high school teachers participated in this research to improve their English classes. The tool called "Questionnaire for Creating Comfortable English Classes" (QCCEC) was created (1) to elicit student feedback about English classes and (2) to facilitate teacher reflective thinking based on the student feedback. In order to analyze the teachers' written data obtained by email interview and finally propose a conceptual model of English teacher reflection, Modified Grounded Theory Approach (M-GTA) developed by Kinoshita (2003, 2007) was employed, using Structure-Construction Qualitative Research Method (SCQRM) (Saijo, 2007, 2008) as the theoretical framework for this study. The reflective thinking model generated suggests that examining student feedback would derive three categories: (1) deeper understanding of students, (2) deeper understanding of their teaching, and (3) teacher motivation for change and growth, all of which might lead to teacher professional development.

Journal

• ARELE: Annual Review of English Language Education in Japan

  ARELE: Annual Review of English Language Education in Japan 23 (0), 185-199, 2012

  The Japan Society of English Language Education

Details

• CRID: 1390001205822470400
• NII Article ID: 110009603304
• DOI: 10.20581/arele.23.0_185
• ISSN: 24320412
• ISSN: 13448560
• Text Lang: en
• Data Source:
  • JaLC
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed