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What is Reflective Teaching? Lessons Learned from ELT Teachers from the Philippines

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Abstract

Reflection is an essential dimension of effective teaching. It prompts classroom teachers to subject themselves to a process of self-observation or self-evaluation. By reflecting on what they do in the classroom, teachers specifically explore their teaching practices and beliefs and whether these, indeed, work. This then may lead teachers to continue or modify their teaching strategies for the improvement of their class instruction. Grounded on the notions of reflective practice (in: Kumaradivelu 2003; Freeman 2002; Borg 2003), this brief report aims to share insights from a case study conducted in the Philippines. Initially, the study presents challenges teachers face in the Philippine education system in terms of actualizing reflective teaching. Using a case study approach among teachers taking a master’s class on English Language Teaching issues, the presentation proceeds with discussing the teachers’ views on reflective teaching and the existing challenges faced in actualizing this practice in their respective contexts. The presentation further identifies teachers’ contrasting views about existing theoretical viewpoints on reflective teaching that may serve as potential areas for further investigation.

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Authors and Affiliations

  1. Department of English and Applied Linguistics, Brother Andrew Gonzalez College of Education, De La Salle University, 1501 Andrew Gonzalez Hall, DLSU 2401 Taft Avenue, 1004, Manila, Philippines

    Paolo Nino Valdez, Jocelyn Amor Navera & Jerico Juan Esteron

Authors
  1. Paolo Nino Valdez
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  2. Jocelyn Amor Navera
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  3. Jerico Juan Esteron
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Corresponding author

Correspondence to Paolo Nino Valdez.

Appendix A: Informed Consent Form

Appendix A: Informed Consent Form

Dear Student:

We are conducting a research on the reflective teaching and challenges in applying reflective teaching in the workplace. We seek your participation through our interview and responding to this simple survey. Rest assured that your participation in the study will not have any bearing on your grades for the class. Moreover, data that will be gathered shall be used exclusively for the aforementioned purposes. Likewise, data that you will provide shall be treated with utmost confidentiality. Therefore, your confirmation shall mean that you agree to participate in this project.

Researchers

Name (optional):

Levels/subjects taught:

Years of teaching experience:

Reflective exercise:

The set of questions do not have right or wrong answers as these do not have a bearing on your grades.

  1. 1.

    What is reflective teaching for you, and how do you practice it in the classroom?

  2. 2.

    Does your workplace allow you to become a reflective teacher? What could be the possible impediments to achieving this, and in what way can your institution help you become reflective teachers?

  3. 3.

    How does reflective teaching affect your view or practice of:

    1. A.

      Work as teachers?

    2. B.

      Students as language learners?

    3. C.

      School as an institution of progress?

Interview questions:

  1. 1.

    Could you narrate some experiences related to the application of reflective teaching? What was your goal? And were these goals met?

  2. 2.

    In what ways do you think your institution has been helpful or not helpful in making you a reflective teacher? Could you cite specific instances concerning this?

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Valdez, P.N., Navera, J.A. & Esteron, J.J. What is Reflective Teaching? Lessons Learned from ELT Teachers from the Philippines. Asia-Pacific Edu Res 27, 91–98 (2018). https://doi.org/10.1007/s40299-018-0368-3

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  • DOI: https://doi.org/10.1007/s40299-018-0368-3

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