What is Reflective Teaching? Lessons Learned from ELT Teachers from the Philippines

• Main Authors: Valdez, Paolo Nino, Navera, Jocelyn Amor S., Esteron, Jerico Juan
• Format: text
• Published: Animo Repository 2018
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/1127; https://animorepository.dlsu.edu.ph/context/faculty_research/article/2126/type/native/viewcontent
• Institution: De La Salle University

© 2018, De La Salle University. Reflection is an essential dimension of effective teaching. It prompts classroom teachers to subject themselves to a process of self-observation or self-evaluation. By reflecting on what they do in the classroom, teachers specifically explore their teaching practices and beliefs and whether these, indeed, work. This then may lead teachers to continue or modify their teaching strategies for the improvement of their class instruction. Grounded on the notions of reflective practice (in: Kumaradivelu 2003; Freeman 2002; Borg 2003), this brief report aims to share insights from a case study conducted in the Philippines. Initially, the study presents challenges teachers face in the Philippine education system in terms of actualizing reflective teaching. Using a case study approach among teachers taking a master’s class on English Language Teaching issues, the presentation proceeds with discussing the teachers’ views on reflective teaching and the existing challenges faced in actualizing this practice in their respective contexts. The presentation further identifies teachers’ contrasting views about existing theoretical viewpoints on reflective teaching that may serve as potential areas for further investigation.