Teacher Identity is Awakened through Narrative Inquiry and Reflection

This thesis is a story of discovery based on narrative inquiry and reflection of researcher's and her partner's experience of 8 classes in a vocational school. During this process, researcher's teacher identity is awakened when facing challenges and puzzles and transforms later. From observation, journal reflections, and conversation with the partner, this thesis elicits that a good teacher has a power of connectness, teaches as telling a story and teaches who we are, which provides insight into how a student teacher think, reflect and take actions especially for those who are dedicated to teaching profession and are striving to the goal. More to the point, this thesis reveals that learning to teach is a highly complicated process and needs enough courage to teach.

A Case Study on Novice English Teachers’Teaching Reflection on Micro-teaching Class

Micro-teaching has been used as a teaching skill since 1960s and it has become an effective method used in teaching training program.This study applies the methods of questionnaires,classroom observations and interviews to carry out an investiga⁃tion on novice teachers’reflection on their micro-teaching.The study shows that micro-teaching can stimulate teachers’reflection on their teaching.

How Would Preservice Teachers With Deeper Reflection Emerge as Teacher Leaders?

Purpose:This study aimed to identify the potential attributes of teacher leadership among preservice teachers with higher levels of reflection,especially in the Chinese context.Design/Approach/Methods:A mixed research method was adopted in this study.First,a quantitative research method was conducted to examine preservice teachers'reflection depth.The top I0%of the preservice teachers with higher levels of reflection were selected as the target respondents for comparison.Second,qualitative data analysis was conducted to identify potential attributes of emergent teacher leadership in these preservice teachers.Findings:This study identified five potential attributes of emergent teacher leadership among preservice teachers who showed deeper reflection depth.Additionally,this study identified how the unique attributes fit into preservice teachers'professional development in the Chinese context.Originality/Value:This study proposes a new development model to develop preservice teachers that emphasizes the role of continuous reflections in context for professional growth.This study holds implications for understanding the potential attributes of emergent teacher leadership among Chinese preservice teachers.Additionally,this study appeals to the importance of cultivating preservice teachers to practice teacher leadership during the teacher training stage to support them to become outstanding future teachers.

Photoinduced valley-dependent equal-spin Andreev reflection in Ising superconductor junction

The Ising spin–orbit coupling could give rise to the spin-triplet Cooper pairs and equal-spin Andreev reflection(AR)in Ising superconductors.Here we theoretically study the valley-dependent equal-spin AR in a ferromagnet/Ising superconductor junction with a circularly polarized light applied to the ferromagnet.Because of the spin-triplet Cooper pairs and the optical irradiation,eight kinds of AR processes appear in the junction,including equal-spin AR and normal AR,the strengths and properties of which strongly depend on the valley degree of freedom.The AR probabilities for the incident electron from the two valleys exhibit certain symmetry with respect to the magnetization angle and the effective energy of light.The equal-spin AR and normal AR present different features and resonant behaviors near the superconducting gap edges.Due to equal-spin-triplet Cooper pairs,not only charge supercurrent but also spin supercurrent can transport in the Ising superconductors.The differential spin conductance for electron injecting from the two valleys can be controlled by the circularly polarized light.

Learning to Do Action Research Through Reflection:A Longitudinal Study of Rural EFL Teachers

This longitudinal study presents a full view of three rural high school EFL teachers＇ stories about learning to do action research through reflection. It takes a closer look at the contributions of reflection to action research, the challenges the teachers faced, and the changes they achieved. Over a 22-week semester, the three teachers engaged in a series of interrelated learning activities including journal writing, individual dialogues, group meetings and action research. The findings show that learning to do action research was a time-consuming and arduous task, and such difficukies arose when they identified research topics, formed research questions, collected data and wrote their reports. However, reflection through writing, talking and discussing pushed the process forward. The teachers＇ professional development was mainly reflected in the changes in teaching practices and beliefs. A revisit held seven years later confirms that teachers＇ ability to identify problems and to take action improved, but none of them tried to do further action research. For the teachers living in an unsupportive research context, integrating action research into teaching practices may not be a priority.

Improvement of Teaching Ability based on Teaching Reflection and Evaluation： Taking Economics Teaching as an Example

Scientific teaching quality evaluation system and the effective operation mechanism have a positive meaning for promoting teaching reform. Teachers’ specialization is the core of education, and is the starting point and end-result of education reform. Teachers’ professional development has three kinds of orientation rational orientation, reflection-evaluation orientation, and ecological orientation. Some new research suggests that re？ ection-evaluation orientation is the best way to improve teachers’ professional abilities. At present, reflective teacher education has become worldwide trend. Compared with experiential teaching, reflective teaching is a sort of positive tool which is used to help teachers conduct their active and professional work. The main purpose of reflective teaching is to allow teachers to reffect on their own work and self-evaluation, and improve their methodology, eventually improve teaching methods and promote student learning. Nevertheless, there are many problems in the teaching quality evaluation system in the aspects of concept, subject, standard, organization, etc. Therefore, we have to reffect and reconstruct the teaching quality evaluation system in colleges and universities.

Examining the Current State of Reflective Teaching Practices Among Newly Appointed Primary School Teachers

This study focused on three newly appointed primary school teachers in City D as research subjects.Utilizing research methods such as interviews,text analysis,and observation,the findings revealed that these teachers exhibited a substantial grasp of teaching reflection.The predominant emphasis in their teaching reflection levels was observed at the technical reasonable reflection and practical action reflection stages.To enhance the reflection levels of these novice teachers,it is recommended to foster their professional ethics,institute a diverse training system,and enhance the school’s infrastructure and institutional support systems.

Incorporating the Reflective Approach into Teacher Professional Development

There exists an increasing tendency in the ELT field that the teaching is referred as a profession. In our context, being professional means being the effective teacher, which is required to develop continuously throughout the whole career. Teacher professional development, in this article, mainly the issue of teacher professional self-development is discussed. In order for that to be realized, the reflective approach is bring introduced. Here, the reflective approach is primarily based on doing Action Research that includes Rettospective technique, Observation technique, Questionnaires and Interviews and Case Study.

Reflective Teacher: the Goal of Teacher Education

This paper aims at exploring one of the goals of Teacher Education: reflective teacher. It is based on some references from literature and also my personal understanding about the idea of teaching, the idea of reflection, the idea of becoming a reflective teacher and the needs of a reflective teacher. In order to achieve such a goal, I also designed a training activity which tallies with the actual situation in China.

An Analysis of Development as A Reflective Teacher in Higher Education

Effective teaching is every teacher's teaching goal.How to reach the aim is to reflect on the teaching.The following document describes the development on how to reflect the teaching.The main purpose of this analysis is to show how effective and important the reflection on the teaching and to show how useful the reflection which can make the teacher change the way of teaching,encouraging the students to adopt a deep approach in their learning.

Understanding the Process of Pre-service EFL Teachers＇ Reflective Thinking on Classroom Interaction

Based on Dewey＇s （1933） connotation on reflection, this study focuses on the process ofpre-service EFL （English as a foreign language） teachers＇ reflective thinking. There are eight teachers participating in the study during their practicum. Their reflective diary, the interviews between the researchers and the teachers, and classroom observation data are triangulated each other. The features of their reflection process are concluded： （1） Their reflections tend to be spontaneous interpretation; （2） their reflective thinking is partly ＂reasoning＂ phases; and （3） they depend on the authorities in the process of reflective thinking. Some implications are made for the guidelines in EFL teachers＇ practicum

How to Be a Critically Reflective Teacher in Language Teaching and Learning

The article holds that a critically reflective teacher has an important role to play in language teaching and learning process. Several samples of critically reflective teachers are introduced in the article to show that critically reflective teachers should be enthusiastic, creative and informative in language teaching and learning.

In-Service LTE Program for Chinese Private Institute English Teachers

This paper describes a half-year in-service Language Teacher Education(LTE)program,targeting the trainee teachers who work in Chinese private English institutes.This is to better prepare them at the outset of their career.Primarily intending to build the trainee teachers' professionalism and raise their awareness,an overall illustration of adopted training courses and choice of activities are introduced in this paper.Focusing on integrating instructional knowledge from ESL and English language teaching,the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities.Principles underpinning this program design are illustrated one by one.A course like this may not foster all teachers to become professionals at once,but to be a reflective practitioner can be a reachable goal,as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.

Self-development of the Teachers and Improvement on EnglishTeaching

For a long time, there have been extensive and deep studies and researches about how to upgrade the level of language education in universities. Now people have realized that the key factor that influences the language education most is teachers＇ self-development and the promotion of teachers＇ personalities. A new teaching concept -- reflective teaching has become very popular in the educational circles. It emphasizes that students should become positive and active learners while teachers should bear more dynamic and capacities for self-development.

The Effect of a Proposed Training Program Based on the Reflective Model on the Teachers＇ Reading Practices in Mafraq

This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.

An Overview of Teacher Cognition and Teacher Development through Reflective Teaching

The study of teacher cognition aims to shed light on these cognitive processes and structures,to explore their origins and development,and to understand their relationships to what teachers do and teachers' development through reflective teaching also adds certain beliefs into teacher cognition.

The Teacher's Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner's English listening proficiency and their self-efficiency. Scholars like Alisa J.Bates, Penny Ur. and Widdowson, H. G. have claimed the significance of teacher's role in listening comprehension. For the purpose of proving the necessity of the teacher's role in listening comprehension, based on the analysis of the features of classroom listening comprehension,this paper presents the teacher's role before class, in class and after class. Meanwhile, during the teaching process, teachers and learners are revealed in two way interactive relations and the pedagogical process is the result of the bilateral interaction of the two sides.

Several Reflective Strategies of English Teachers in Secondary Vocational Schools

Nowadays, students in secondary vocational schools are required to have better English competence. How to improve English teaching quality in secondary vocational schools? One of the effective means is reflective teaching. By way of it, English teachers in secondary vocational schools improve English quality and promote professional development.

How to Be a Reflective Teacher?

Since the 1980s,educational experts and scholars from western countries have carried out multi-level and multi-angle research on“reflection,”“reflective teaching,”“reflective teacher,”and other subject matters,and fruitful results have been achieved[1].Since the late 1990s,the research on reflective teachers in China has gradually deepened.Not only a considerable number of papers have been published,but also numerous monographs.This paper defines the term“reflective teacher,”explores and studies the nurturing of reflective teachers,clarifies the relationship between reflection and classroom,and highlights the characteristics that reflective teachers should have.

Teaching Journal: An Effective Tool for Reflective Practice in Teaching among English Language Teachers

Through teaching journals,teachers can actively conduct true and continuous record,description,reflection,and summary of experiences and teaching behaviors with reflection and research value in their own teaching activities in order to make progress in regard to their teaching skills and classroom presentations.This is an effective way and tool to improve English teachers9 reflective practice in teaching along with their own professional development as well as to promote the role transformation as reflective teachers.Given the widespread concern of the reflective practice in teaching along with the fact that teaching journals are effective in reflective teaching,this paper explores this topic and suggests several implications for teaching via documentation and a case analysis of three samples obtained from an actual teacher's teaching journal.