Original article | International Journal of Progressive Education 2018, Vol. 14(3) 161-180
Reflective Teaching Practices in Teachers and Their Attitudes Toward Professional Self-development
Eman Gheith & Nahil Aljaberi
pp. 161 - 180 | DOI: https://doi.org/10.29329/ijpe.2018.146.11 | Manu. Number: MANU-1806-19-0001
Published online: June 30, 2018 | Number of Views: 1030 | Number of Download: 1421
Abstract
This study aimed to investigate the levels of teachers′ reflective practices as well as their attitudes toward professional self-development in relation to various variables, including gender, number of workshops attended and experience. The study sample consisted of 162 teachers who work as teachersat a number of private schools in Amman. Two scales have been used in this study; the first questionnaire consists of (28) items to measure teachers′ reflective practices in 6 dimensions. The second scale consists of (18) items to measure the attitudes-towards-professional-development. Results found that the level of teachers′ reflective practices on the scale as a whole were within an ′acceptable′ level; however, their practices in the subcategory of"appreciating criticism" were below acceptable. Findings indicated that teachers′ attitudes toward professional development were positive. Findings further revealed a strong correlation of 0.485 between the reflective practices and the attitudes toward self-development in teachers.
Keywords: Reflective teaching Practices, Professional self-development, attitudes
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