A Comparative Study On Teaching Reflection Between Novice And Experienced English Teachers In Senior High Schools

Teaching reflection is an important way to effectively improve the quality of teaching,which not only plays an important role in the growth and professional development of teachers,but also promotes the development of students.Therefore,senior high school English teachers can better meet the requirements of their own development and new curriculum reform only by constantly improving their teaching reflection ability.On the basis of meta-cognitive theory and teacher professional development theory,this study aims to investigate the overall situation of senior English teachers’ reflection,make a comparison between novice and experienced teachers in teaching reflection,and find out the problems exist in teaching reflection and its causes,with the purpose of putting forward some scientific and effective suggestions for senior English teachers,senior high schools and relevant administrative departments.In this study,62 senior high school English teachers were used as the research participants,and the following three aspects were studied through questionnaire and interview:(1)overall situation of senior high school English teachers’ reflection;(2)the differences in the content,methods and frequency of teaching reflection between novice and experienced teachers;(3)problems of teachers’ reflection and the influencing factors.Research findings showed that:(1)The teaching reflection content of senior high school English teachers was at the upper-middle level.Among them,teachers performed best in reflecting on teaching content,followed by teaching process and teaching objectives,and classroom evaluation was the least.As for the teaching reflection methods,classroom observation and teaching and research activities were the two most popular reflection methods,while micro-teaching was the least;as for the frequency of teaching reflection,it was slightly low.(2)There were significant differences in the content,methods and frequency of reflection between novice and experienced teachers.As for the content of teaching reflection,the differences lay in the reflection on teaching objectives,teaching methods,classroom evaluation,and classroom management,but there was no significant difference in the reflection on teaching content and teaching process.As for the methods for reflection,the differences lay in the teaching and research activities and micro-teaching,but there was no significant difference in teaching journal,students’ feedback,and classroom observation.As for the frequency of teaching reflection,novice teachers reflected more frequently than experienced teachers.(3)The main factors that caused problems in teaching reflection were the school’s assessment system,lack of time and energy,lack of knowledge of English teaching theories and methods for novice teachers,and job burnout for experienced teachers.Based on the findings,some practical suggestions were offered to senior high school novice and experienced teachers,and relevant administrative departments to better improve senior high school English teachers’ reflection ability.