| Teacher professional development has become a significant research subject in the area of educational research as the reform of the curriculum standard has progressed.One of the most significant ways for English teachers’ professional development is teaching reflection.For many years,the academic community in our country has been discussing and researching teaching reflection.Previous studies,however,have focused on the implementation and preparation of teachers’ unique teaching processes,with only few academics delving into teaching reflection based on Technological Pedagogical Content Knowledge(TPACK).TPACK can provide a framework for teaching reflection,and effective teaching reflection is also conducive to the development of teachers’ TPACK.Therefore,this study uses TPACK as the theoretical framework to explore the teaching reflection of senior high school English teachers.This study mainly explores the following three research questions:(1)What is the status quo of English teachers’ teaching reflection in senior high schools?(2)Are there any differences in English teachers’ content of teaching reflection in senior high schools in terms of different genders,ages,teaching experience,educational degrees,and professional titles? If so,what are they?(3)What are the factors influencing English teachers’ teaching reflection in senior high schools? Firstly,115 English teachers from five senior high schools in Kaifeng,Henan Province,completed a questionnaire survey on the content of teaching reflection,methods of teaching reflection,and factors influencing teaching reflection.SPSS 26.0 was used to analyze the data of the questionnaire.Secondly,six teachers were interviewed in semi-structured interviews to further explore and understand teachers’ teaching reflection.The research findings are stated as follows:(1)As for the content of teaching reflection,teachers pay more attention to the reflection on Content Knowledge(CK),reflection on Pedagogical Knowledge(PK),reflection on Pedagogical Content Knowledge(PCK),and reflection on Technological Content Knowledge(TCK)when conducting teaching reflection,while the reflection on Technological Knowledge(TK),reflection on Technological Pedagogical Knowledge(TPK),and reflection on Technological Pedagogical Content Knowledge(TPACK)needs to be strengthened.Teachers need to think more about how to effectively integrate CK,PK,and TK into teaching.Regarding methods of teaching reflection,the most common reflection methods used by teachers are self-reflection and peer discussion.Whereas,expert leading and action research methods are not widely used in teaching reflection.(2)Teachers’ content of teaching reflection does not suggest significant differences between male teachers and female teachers.There are significant differences in teachers’ content of reflection in terms of different ages,educational degrees,teaching experience,and professional titles.Teachers who are 36-45 years old have the highest mean scores of content of reflection.Teachers’ mean score of content of reflection has a positive correlation with educational degree.Teachers with 11-15 years of teaching experience have the highest mean scores of content of reflection.Teachers with first-grade teacher titles have the highest mean scores of content of reflection.(3)As for the factors influencing teaching reflection,teaching reflection is influenced more by objective factors than by subjective factors.Subjective factors include teachers’ negative minds towards teaching reflection and inadequate theoretical knowledge to support them in teaching reflection.Objective factors include the lack of the reflective atmosphere in the school and the school’s imperfect management system for teachers.Based on the findings of the research,this thesis offers some recommendations for senior high school English teachers on how to effectively conduct teaching reflection,with the goal of improving the current situation of teaching reflection among English teachers in senior high schools and promote their professional development. |
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