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Five English teachers participated in the course and were asked to produce stimulated recall prior to and after participation, alongside reflective journals. Thematic analysis of interviews and journals indicated that attending the reflective course led to clear improvements in teachers’ reflective teaching practices. The study emphasizes reflection as a practical, course-supported development approach.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-9-article-4-designing-a-reflective-teacher-education-course-and-its-contribution-to-elt-teachers-reflectivity/593714/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-9-article-4-designing-a-reflective-teacher-education-course-and-its-contribution-to-elt-teachers-reflectivity/593714.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study described in the abstract?","Question",{"text":112,"@type":113},"The study planned a reflective teacher education course and documented how such a course improved ELT teachers’ reflectivity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the reflective teacher education course?",{"text":117,"@type":113},"Five English teachers took part in the reflective teacher education course designed by the researchers.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the researchers measure changes in reflective teaching?",{"text":121,"@type":113},"They used thematic analysis of stimulated recall interviews and reflective journals collected before and after the course.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593714,1792167579,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":26,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 9 | Article 4 |\n| --- | --- |\n| 2016\u003Cbr>Designing a Reflective Teacher Education Course and its Contribution to ELT Teachers’ Reflectivity\u003Cbr>Leila Tajik\u003Cbr>Alzahra University, [tajik_l@alzahra.ac.ir](tajik_l@alzahra.ac.ir)\u003Cbr>Kazem Pakzad\u003Cbr>Islamic Azad University, Bandar Abbas Branch, [kazem.pakzad@gmail.com](kazem.pakzad@gmail.com) |  |\n\nRecommended Citation  \nTajik, L., & Pakzad, K. (2016). Designing a Reflective Teacher Education Course and its Contribution to ELT Teachers’ Reflectivity. Australian Journal of Teacher Education, 41 (9).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss9/4](http://ro.ecu.edu.au/ajte/vol41/iss9/4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss9/4](http://ro.ecu.edu.au/ajte/vol41/iss9/4)  \nDesigning a Reflective Teacher Education Course and its Contribution to  \nELT Teachers’ Reflectivity  \nLeila Tajik  \nAlzhra University  \nKazem Pakzad  \nIslamic Azad University  \nAbstract: Researchers in the present study planned a reflective  \nteacher education course and documented the contribution of such a  \ncourse to improving teachers’ reflectivity. Five English teachers took  \npart in the reflective teacher education course designed by the  \nresearchers. To record how the course could help improve reflective  \nteaching, researchers asked participants to take part in stimulated  \nrecall prior to and after the course and to write reflective journals.  \nThematic analysis of the stimulated recall interviews and journals  \nshowed improvements in teachers’ reflective teaching as a result of  \nattending the reflective course.  \nIntroduction  \nThe field of second language (L2) teacher education research has undergone radical changes in the last three decades. There are now innumerable books and papers dealing with different aspects of teacher preparation, and teacher development is addressed from professional, cognitive, social, as well as contextual perspectives (Johnson, 2000; Richards & Farrell, 2005; Richards & Lockhart, 1994; Tedick, 2004; Tsui, 2003; Woods, 1996) . Such an interest in L2 teacher growth is quite new since before the 1980s the influential model for teacher education in applied linguistics was ofa process product type where the aim was to understand how teachers’actions resulted in student learning (Freeman, 2002) . Such a view, which later became known as technicism, thought of teaching as efficient performance which seeks to achieve ends that are prescribed for teachers (Halliday, 1998). Learning to teach was defined as having complete knowledge of the content to be taught, along with its required methodology, and any failure on the part of learners to acquire the assigned content was attributed chiefly to the teacher’s competence (Freeman, 2002) . Teachers’ agency and mentality, or what later became known as teachers' mental lives (Walberg, 1977) was entirely ignored as teachers were thought to enter the teaching profession with a mind as a tabula rasa, i.e. with no innate ideas, and to master the required teaching skills through a training program. Fortunately, the teaching profession has outgrown such superficial interpretations and behaviorist perceptions ofthe practice have been replaced by cognitive/social views of teaching (Johnson, 2006) . In this new conceptualization, teaching is a complex activity in which “teachers are active, thinking decision-makers who make instructional choices by drawing on complex, practically-oriented, personalized, and contextsensitive networks of knowledge, thoughts, and beliefs”(Borg, 2003, p. 81) . Equipped with their mental assets, L2 teachers critically examine their practice, come up with new ideas about how  \nto modify their performance to improve student learning, and finally operationalize those ideas. Such critical teachers who base their practice in reflection over their professional experience have been technically termed as ref","cbCaigU5vutlY1n7","https://ap.wps.com/l/cbCaigU5vutlY1n7","pdf",590278,24,"English","# Abstract\n# Introduction\n## Second language teacher education changes\n## Reflective teaching definition and background\n# Review of Literature","[{\"question\":\"What was the main purpose of the study described in the abstract?\",\"answer\":\"The study planned a reflective teacher education course and documented how such a course improved ELT teachers’ reflectivity.\"},{\"question\":\"Who participated in the reflective teacher education course?\",\"answer\":\"Five English teachers took part in the reflective teacher education course designed by the researchers.\"},{\"question\":\"How did the researchers measure changes in reflective teaching?\",\"answer\":\"They used thematic analysis of stimulated recall interviews and reflective journals collected before and after the course.\"}]","Australian Journal of Teacher Education - Issue 9 - Article 4 - Designing a Reflective Teacher Education Course and its Contribution to ELT Teachers’ Reflectivity | PDF",1792077776]