Vol. 5,No. 3, March 2015

Author(s): Rozhin Ghaslani

Abstract: Nowadays reflective teaching is promoted as the appropriate teacher education model around the world and it has received too much attention in language teaching. The rise of reflective teaching in English Language Teaching (ELT) has encouraged ELT teachers to engage in reflective practices in order to increase their professional success and to deal with their professional environment problems and challenges. Regarding the importance of reflective teaching, the current study was conducted to explore the effect of some factors such as demographic variables on the level of teachers` reflection. 125 Iranian EFL teachers were chosen from several Language institutes in Kurdistan and Hamedan randomly. Teacher reflectivity questionnaire developed by AKbari, Behzadpour and Dadvand (2010) was used. In order to investigate the research questions, an independent sample t-test, a one way ANOVA analysis and two MANOVA analyses were run. The findings of the study showed that male and female teachers were different in the level of reflection and they were also different in the level of critical, cognitive and practical components of reflection. In addition, the results of the study showed that there were no significant differences in the level of teachers` reflection and reflection components with respect to different ages of teachers.

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