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Findings show a significant positive association between general reflectiveness and self-efficacy, with specific components serving as predictors and some relationships showing negative or non-significant links, then discussed with directions for future research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Teacher Education  \n\n| Volume 41 | Issue 9 | Article 1 |\n| --- | --- |\n| 2016\u003Cbr>Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching EFL In Iran\u003Cbr>Mehdi Babaei\u003Cbr>McGill University, Montreal, [mehdi.babaei@mail.mcgill.ca](mehdi.babaei@mail.mcgill.ca)\u003Cbr>Arman Abednia\u003Cbr>Edith Cowan University, [aabednia@our.ecu.edu.au](aabednia@our.ecu.edu.au) |  |\n\nRecommended Citation  \nBabaei, M., & Abednia, A. (2016). Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching EFL In Iran. Australian Journal of Teacher Education, 41 (9).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss9/1](http://ro.ecu.edu.au/ajte/vol41/iss9/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss9/1](http://ro.ecu.edu.au/ajte/vol41/iss9/1)  \nReflective Teaching and Self-efficacy Beliefs: Exploring Relationships in the  \nContext of Teaching EFL in Iran  \nMehdi Babaei  \nMcGill University, Canada  \nArman Abednia  \nEdith Cowan University  \nAbstract: This article reports on a study that explored the relationship  \nbetween reflective teaching and teachers’ self-efficacy beliefs. Two  \nquestionnaires, the English Language Teaching Reflection Inventory  \n(Akbari, Behzadpoor, & Dadvand, 2010) and Teachers’ Efficacy Beliefs  \nSystem-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, & Ellett, 2008), were  \ndistributed among 225 Iranian EFL (English as a Foreign Language)  \nteachers. Pearson product-moment correlation analysis showed a  \nsignificant positive relationship between the general factors of teacher  \nreflectiveness and self-efficacy. Standard multiple regression identified  \nEfficacy for Learner Engagement as the only predictor of teacher  \nreflectiveness and Meta-Cognitive Reflection as the only predictor of  \nteacher self-efficacy. Finally, the interconnections between the components  \nof the two constructs were investigated using Structural Equation  \nModelling. While most of the components of both variables were  \nsignificantly interrelated, some were not, and Cognitive Reflection and  \nEfficacy for Classroom Management had a negative relationship. The  \nresults are discussed in light of the literature, and suggestions for further  \nresearch arepresented.  \nIntroduction  \nHeightened awareness of the complexity of teaching and teacher development has recently resulted in an increasing advocacy of constructivist approaches to teacher education in the literature and elevating the status of teachers to that of reflective practitioners who can theorize about their practices and practice their own theories (Griffiths, 2000; Kumaravadivelu, 2003; Wallace, 1995). Also, teachers’ prior experiences and personal beliefs have come to be considered as informing their teaching ideology and practice (Freeman & Johnson, 1998), hence the growing literature on teacher related constructs such as teacher beliefs (Pajares, 1992), teacher identity (Beijaard, Meijer, & Verloop, 2004), teacher self-efficacy (Klassen, Tze, Betts,& Gordon, 2011; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998), and reflective teaching (Farrell, 2007; Richards & Farrell, 2005) .  \nWhile extensive research has been conducted on reflective teaching, teacher self-efficacy, and their relationships with several variables, only few studies have investigated their own interconnections. One might assume that intuitively there is a positive relationship between reflective teaching and high self-efficacy beliefs. However, we argue that these two constructs  \nhave a complex and unpredictable relationship. Despite the ample evidence supporting the positive impact of high self-efficacy on teaching performance and effectiveness, adopting a reflective approach to teaching entails a healthy dose of efficacy doubt (Wheatley, 2002) . Therefore, low perceived efficacy sometimes encourages teachers to reflect more on how they teach and can improve their teaching. Moreover, t","cbCaitBdclPds8Kv","https://ap.wps.com/l/cbCaitBdclPds8Kv","pdf",1200369,27,"English","# Introduction\n# Literature Review\n## Reflective Teaching","[{\"question\":\"What is the central focus of the study in this article?\",\"answer\":\"The article explores the relationship between reflective teaching and teachers’ self-efficacy beliefs, including how their components interconnect in the context of teaching EFL in Iran.\"},{\"question\":\"Which research instruments were used to measure reflection and self-efficacy?\",\"answer\":\"The study used the English Language Teaching Reflection Inventory and the Teachers’ Efficacy Beliefs System-Self (TEBS-Self) questionnaires.\"},{\"question\":\"What analytical methods were applied to the data?\",\"answer\":\"Pearson correlation assessed relationships, standard multiple regression identified predictors, and Structural Equation Modelling examined interconnections among the components.\"}]","Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching EFL in Iran | PDF",1792077781,68]