An Investigation of the Reflective Teaching Strategies Utilized by Libyan Preparatory School Teachers in Al-Bayda City to Reflect on Their Teaching to Relec
DOI:
https://doi.org/10.54172/6m0ezq87Keywords:
Reflective Teaching, Reflective Teaching Strategies, Reflection, Preparatory school, Al-BaydaAbstract
Teaching is an active process that requires continuous interaction between teachers and students and often involves challenges that encourage teachers to reflect on their practices. This study investigated reflective teaching practices among EFL preparatory school teachers in Al-Bayda, Libya, focusing on the strategies they use to review and improve their teaching. The study involved 31 teachers from 14 preparatory schools across different areas of the city. A mixed-method approach was adopted, using a 19-item questionnaire and semi-structured interviews to collect data. The findings indicated that reflective teaching practices were evident among the participating teachers; however, three strategies were predominantly used: inspectors’ feedback ranked first, followed by teachers’ repeated research and collaborative reflection. In contrast, reflective journals, peer observation, and audio/video recording were the least frequently used strategies. Interview findings further revealed that some teachers employed these strategies informally. The study concludes with recommendations for further investigation and promotion of reflective teaching practices.
References
Ader, H. J., & Mellenbergh, G. J. (1999). Research methodology: in the social, behavioural and life sciences. SAGE publication. London.
Aghanimi, Y. A., Elwafi, F. M., & Bannur, F. M. (2021). Prospects of creating the reflective teacher for continuing professional development [CPD]. Journal of English Language Teaching and Learning. 2(2), 282-292. https://10.24256/foster-jelt.v2i2.38
Brookfield, S. D. (2006). The skillful teacher: On techniques, trust, and responsiveness in the classroom. Jossey Pass. United States of America.
Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help question their assumptions. Jossey Pass. United States of America.
Bruster, B. G., Peterson, B. R. (2012). Using critical incidents in teaching to promote Reflective practice. Routledge,14(2), 170-182. https://dx.doi.org/10.1080/14623943.2012.732945
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating Quantitative and qualitative (4th ed.). Pearson. Boston.
Dawson, C. (2002). Practical research methods: A user-friendly guide to mastering research techniques and projects. Howtobooks. United Kingdom.
Dewey, J. (1933). How We Think? D. C. Heath & Co publishers. U.S.A.
Enciso O. L. U., Sofia, D., &Daza, M. P. V. (2017). Critical thinking and its Importance in education: Some reflections. Ensyo,19(34), 78-88. https://doi.org/10.16925/ra.v19:34.2144
Fakazli, O. (2021). Different ways of promoting reflective teaching. Journal of Social and Humanities Sciences Research,8(69), 1255-1267. https://dx.doi.org/10.26450/jscsr.2429
Farahian, M., &Rajabi, Y. (2022). An investigation into the level of reflection and barriers to EFL teachers' reflective practice. International Journal of Research in Eduction,7(2), 81-100 https://doi.org/10.52547/ijree.7.2.81
Farrell, T. S. C. (2018). Reflective practice for language teachers. The TESOL Encyclopedia of English Language Teaching, First Edition, 1-6 https://doi.org/10.1002/9781118784235.eelt0873
Farrell, T. S. C. (2018). Reflective language teaching (2nd ed.). Bloomsbury Academic. Great Britain.
Ghanad, A. (2023). An overview of quantitative research methods. International Journal of Multidisciplinary Research and Analysis, 6(8), 3794-3803. https://doi.org/10.47191/ijmra/v6-;8-52,Impact
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Creative Commons. UK.
Griffee, D. T. (2012). An introduction to second language research methods: Design and data. TESL-EJ publication. United States of America.
Hall, P., & Simeral, A. (2015). Teach, reflect, learn: Building your capacity for success in the classroom. Alexandria. Verginia USA.
Hatton, N., & Smith, D. (1994). Reflection in teacher education: Towards definition And implementation. Elsevier Science Ltd,11(1),33-49. https://doi.org/10.1016/0742-051X(94)00012-U
Heppner, P. P., Kivlighan, D. M., &Wampold, B. E. (2008). Research design in counseling. Thomson. United States of America.
Hung, D. M., & Thuy, P. T. (2021). Reflective Teaching Perceived and Practiced by EFL Teachers- A Case in South of Vietnam. International Journal of Instruction, 14(2),323-344. https://doi.org/10.29333/iji.2021.14219a
Karwad, A. I. (2016). How can reflective teaching practice improve EFL Teachers' classroom teaching skills? A case study. Scientific Journal of Faculty of Education, Misurata University-Libya, 2(6), 30-42. Retrieved December 12, 2016 from http://mdr.misurata.edu.ly
Killion,J. P., &Todnem, G. R. (1991). A process for personal theory building. Educational Leadership, 48, 14-17. https://eric.edu.gov/?id=EJ422847
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and Development. Pearson Education. United States of America.
Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd ed.). New Age International Publishers. New Delhi.
Larrivee, B. (2000). Transforming teaching practice: Becoming the critically Reflective teacher. Routledge,1(3), 293-307. http://dx.doi.org/10.1080/713693162
Loughran,J. J. (2002). Effective reflective practice: In search of meaning in learning About teaching. Journal of Teacher Education,53(1), 33- https://doi.org/10.1177/0022487102053001004
Manen, M. V. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice , 1(1), 33-50 https://doi.org/10.1080/1354060950010104
Murawski, L. M. (2014). Critical thinking in the classroom…and beyond. Journal of Learning in Higher Education, 10(1), 25-30. Retrieved Spring 2014 from https://files.eric.ed.gov
Neuman, W. L. (2014). Social research methods: Qualitative and quantitative Approaches (7th ed.). Pearson. United Kingdom.
Parra, M. O., Gutierrez, R., & Aldana, M. F. (2014). Engaging in critically reflective Teaching: From theory to practice in pursuit of transformative learning. Routledge, 16(1), 16-30. http://dx.doi.org/10.1080/14623943.2014.944141
Richards, J. C. (1991). Towards reflective teaching. Researchgate, Retrieved June 17, 2015 from http://www.researchgate.net/publication/265934213
Richards, J. C. & Lockhart, C. (1996). Reflective teaching in second language classroom. Cambridge University Press. New York.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press. New York.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective Thinking. Teachers College Record,104(4),842-866. https://10.1111/1467-9620.00181
Schon, D. A. (1983). The reflective practitioner: How professional think in action. Routledge. New York.
Schon, D. A. (1987). Educating the Reflective Practitioner: Toward a new design for teaching and learning in the profession. Jossey Pass Publisher. San Francisco, California.
Shandomo, H. M. (2010). The role of critical reflection in teacher education. ERIC, 4(1), 101-113. https://www.semanticscholar.org
Shanmugavelu, G., Parasuraman,B., Arokiasamy, R., Kannan,B., & Vadivelu, M. (2020). The Role of teachers in reflective teaching in the classroom. International Journal of Education,8(3), 30-33. Retrieved April 2, 2020 from https://doi.org/10.34293/education.v8i3.2439
Starkey, L. (2010). Critical thinking success in 20 minutes (2nd ed.). Learning Express. New York.
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in social and behavioral sciences. SAGE Publication. California.
Toom, A., Husu, J., &Patrikainen,S. (2014). Student teachers' patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 1-21 https://dx.doi.org/10.1080/02619768.2014.943731
Tosriadi, A., Marmanto, S., & Abdul Asib. (2018). EFL Teachers Engagement in Reflective Practice: What Tools Do EFL Teachers Utilize to Reflect on Their Teaching. ELLiC, 2, 65-68 https://jurnal.unimus.ac.id/index.php/ELLIC/article/view/3484
Tuncer,H., & Ozkan, Y. (2021). Reflective Tools in an English Language Teaching Context: Contributions, challenges and recommendations. KahramanmarasSutcu
Imam University Journal of Social Science,18(1), 181-204. https://10.33437/ksusbd.671482
Yanuarti,E. Y., & Wongwanich,S. (2016). Reflective Teaching Practice_Teachers' Perspective in an Indonesia Context. UPI International Conference on Sociology Education, 280-284.https://10.2991/icse-15.2016.06
Zeichner,K. M., &Tabachnik,B. R. (2016). Issues and practice in inquiry_oriented teacher education. B.R. Tabachnik, & K. M. Zeichner (Eds.), Reflections on Reflective Teaching. Researchgate Publication. 1-12.Retrieved May20,2016, from https://www.researchgate.net/profile/Kenneth_Zeichner/publication/303382463_ Reflections_on_Reflective_Teaching
Zeichner, K. M., & Liston, D. P. (2014). Reflective teaching: An introduction (2nd ed.). Routledge. New York.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 حنان علي، صلاح آدم (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright of the articles Published by Almukhtar Journal of Social Science (MJSSc) is retained by the author(s), who grant MJSc a license to publish the article. Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors and cite MJSSc as the original publisher. Also, they accept the article remains published by the MJSSc website (except in the occasion of a retraction of the article).
