Enhancing Teaching Performance of EFL Pre-service Teachers through Structured Self-Reflection Practices

نوع المستند : أبحاث فى مجال العلوم الإنسانیة والاجتماعیة

المؤلفون

1 جامعة الغردقة, كلية التربية بالغردقة

2 , faculty of Education, Ain Shams University

3 faculty of Education, Hurghada University

المستخلص

Abstract

This study aimed to investigate the effectiveness of self-reflection-based program on developing university pre-service teachers' performance in teaching English as a foreign language (EFL). A group of 30 fourth-year pre-service teachers from the Faculty of Education, Hurghada University, were randomly selected to form the experimental group. These participants received training through a proposed program based on self-reflection strategies to enhance teaching performance. Pre- and post-observation sheets and a conceptual knowledge test were designed to determine the effectiveness of the applied program. Results revealed statistically significant differences in the participants’ mean scores between the pre- and post-administrations of the observation sheet for overall teaching performance, in favor of the post-administration. Additionally, significant improvements were observed in each individual teaching skill assessed by the observation sheet. Moreover, the findings indicated a statistically significant difference in the participants’ scores on the conceptual knowledge test, also in favor of the post-administration. It was concluded that the proposed program based on self-reflection had a positive impact on enhancing the teaching performance of pre-service EFL teachers. Finally, the study presented relevant findings, recommendations, and suggestions for further research.

Keywords: Teaching performance, self-reflection -EFL pre-service teachers

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