A Comparative Study Of Novice And Expert English Teachers’ Reflective Teaching In Senior High Schools

Since 1980 s,there has been a boom of reflective teaching research in western countries.As the new curriculum reform in China has accelerated in recent years,reflective teaching has become an effective method for enhancing the quality of teaching and fostering the professional growth of teachers.However,few of researchers pay attention to the comparative study of English teachers’ reflective teaching at different developmental stages in senior high schools.Thus,based on Korthagen’s reflection theory and Berliner’s five stages of development of teaching expertise theory,this study investigates 46 novice and 47 expert English teachers’ reflective teaching in senior high schools through a questionnaire and an interview to answer three questions:1.What is the status quo regarding awareness,content and strategies of reflective teaching among novice and expert English teachers in senior high schools?2.What are the similarities and differences regarding awareness,content and strategies of reflective teaching between novice and expert English teachers in senior high schools?3.What are the factors influencing novice and expert English teachers’ reflective teaching in senior high schools?The results are presented below: 1.The overall level of reflective teaching by novice and expert English teachers is above the medium level,and there is room for further improvement in all three areas.2.In terms of reflective teaching awareness,novice and expert English teachers do not differ significantly,and both of them have a relatively strong consciousness of reflective teaching.In terms of reflective teaching content,they are significantly different in the teaching values and teaching environment,but the difference is not significant in the teaching practice.In terms of reflective teaching strategies,novice and expert English teachers have significant differences in self-reflection and reflection-in-action,but the difference is not significant in methods of reflective teaching.3.The factors affecting novice and expert English teachers’ reflective teaching mainly contains: A.Personal factors.B.School-related factors.C.Social factors.In conclusion,some constructive suggestions for implementing reflective teaching are provided from the perspectives of teachers,schools and society,in an attempt to enhance teachers’ reflective teaching abilities and promote their professional development.At the same time,this study still has some limitations:(1)The sample is of a small size.(2)Research methods are not perfect enough.Therefore,future studies can be conducted on a larger sample,and incorporate action research to examine teachers’ daily reflective teaching process in depth,thus improving the credibility and applicability of the research findings.