The reflective practice habits of university EFL teachers in South Korea - Underutilizing a crucial tool for professional development
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Reflective practice is a widely accepted technique for the on-going professional development of teachers, including TESOL educators. The reported attitudes of practicing reflection have been overwhelmingly positive. However, there is no indication that teachers continue the practice when not being forced to do so for the purposes of a study or a class credit. This study investigates whether EFL teachers at the university level in South Korea are voluntarily practicing reflection in real terms for their own professional development and if so, to what frequency and depth. A short questionnaire which included Likert-scale, yes/no, short answer and open-ended questions was provided, and the data were analyzed using both quantitative and qualitative analysis. It was found that while university level EFL teachers in South Korea practice a minimal amount of reflection, it was more likely because they were self-described, reflective people. Most teachers who reported practicing reflection, did so alone or rarely within a community of practice indicating that while theoretically, many agree it is beneficial for professional development, a persistent low buy in to the practice remains today. This will undoubtedly have a long-term effect on the professional development of university level EFL teachers in South Korea. Finally, this study includes a discussion of how institutional support could address and improve commitment to reflection.
Abstract
Reflective practice is a widely accepted technique for the on-going professional development of teachers, including TESOL educators. The reported attitudes of practicing reflection have been overwhelmingly positive. However, there is no indication that teachers continue the practice when not being forced to do so for the purposes of a study or a class credit. This study investigates whether EFL teachers at the university level in South Korea are voluntarily practicing reflection in real terms for their own professional development and if so, to what frequency and depth. A short questionnaire which included Likert-scale, yes/no, short answer and open-ended questions was provided, and the data were analyzed using both quantitative and qualitative analysis. It was found that while university level EFL teachers in South Korea practice a minimal amount of reflection, it was more likely because they were self-described, reflective people. Most teachers who reported practicing reflection, did so alone or rarely within a community of practice indicating that while theoretically, many agree it is beneficial for professional development, a persistent low buy in to the practice remains today. This will undoubtedly have a long-term effect on the professional development of university level EFL teachers in South Korea. Finally, this study includes a discussion of how institutional support could address and improve commitment to reflection.
참고문헌 (21)
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