A Study Of The Status Quo Of Junior High School English Teachers’ Reflective Teaching

Reflective teaching arose in the western world in 1980s, and not until 1990swas the theory of reflective teaching introduced to China.. By reflective teaching, itsuggests that teachers should observe their teaching critically and take responsibilityfor their behaviors. Junior high school English teaching is a dynamic and complexprocess in which both implicit and explicit factors are involved. There are insufficientstudies on junior high school English teachers’reflective teaching. Therefore, thisstudy will first discuss the theory of reflective teaching and then investigate thereflective teaching of the junior high school English teachers. The study aims to findout the state quo of their reflective teaching including their reflective awareness, whatthey mostly reflect on in teaching, strategies of their reflective teaching and thefactors that affect their reflective teaching. Questionnaires and interviews areemployed as the instruments to collect data. The result of the study shows that thestatus quo of junior high school English teachers’reflective teaching is not quitesatisfactory and there is still much to do to improve teachers’reflecting teaching. Thisstudy is also hoped to offer insights and implications for teachers’professionaldevelopment.