Reflective Practices by English Language Teachers

Abstract

The present study aims to identify the reflective practices of English languageteachers. The research study was carried out using both primary and secondarysources of data. For primary data, I observed the classes of the twenty teachersof lower secondary and secondary level with a prepared checklist anddistributed them a set of questionnaire as well. After the study and analysis ofthe data, it was found that majority of the teachers were not aware of theimportance of reflective teaching for their professional development. It wasalso found that teachers were using very general ways of reflection like sharingwith colleagues, obtaining student feedback and conducting group discussion.However, majority of the teachers did not practice reflection in their teaching. The study is divided into four main chapters and other sub-chapters. The firstchapter of the study deals with the general background, the English languageteaching in Nepal, introduction of the reflection, reflective practice in teachereducation, importance of reflective teaching and approaches to developreflective practice. Similarly this chapter also includes the literature review,objectives and significance of the study. The second chapter deals with themethodology used in the study i.e. the sources of data, sample population,sampling procedure, tools for data collection, data collection procedures etc.The third chapter is the main part of the study which includes analysis andinterpretation of data. The last chapter encompasses with the findings andrecommendations made after the analysis of data. Eventually references andappendices are also given. The appendix part includes research tools and otherinformation.