Adopting a Reflective Approach to Teaching as a Strategy for Effective Classroom Practice: The Case of M’sila Secondary School EFL Teachers

Abstract

Reflective teaching has been incorporated into teacher education and development programs to challenge technical rationality and allow teachers greater freedom in developing their own strategies based on classroom experiences. This thesis explores the perceptions of secondary school EFL teachers and inspectors regarding the impact of reflective practice and professional development and training programs (PDTP’s) on classroom performance. Using an exploratory approach, data were collected adhering to a mixed-methods approach wherein teacher questionnaires, semi-structured interviews with inspectors, classroom observations, and analyses of professional development seminars were employed. The teacher reflective teaching questionnaire was used to assess levels of reflection and identify teachers with high levels of practical and critical reflection. Further, classroom observations of two reflective teachers assessed the impact of reflectivity on performance. Semistructured interviews explored inspectors' views on implementing reflective approaches in development programs. The study involved 150 EFL teachers and 2 inspectors from the Wilaya of M’sila. Results indicated that teachers demonstrate moderate levels of reflection, employing reflective strategies without full awareness of reflective teaching concepts. Inspectors recognize the value of reflective practices but note that professional development programs promote reflective skills implicitly, influenced by technical rationality orientation.