Development and validation of teacher reflective practice scale for EFL teachers

References

• Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practice in L2 teacher education. System, 35(2), 192–207. https://doi.org/10.1016/j.system.2006.12.008
   Google Scholar
• Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211–227. https://doi.org/10.1016/j.system.2010.03.003
   Web of Science ®Google Scholar
• Azimi, E., & Taghizadeh, A. (2019). Validating the Persian version of the questionnaire for measuring the level of reflective thinking: Case study of teacher education University. Journal of Research in School and Virtual Learning, 7(2), 43–54. https://doi.org/10.30473/etl.2019.46589.2977
   Google Scholar
• Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and in-service teachers. Reflective Practice, 3(2), 205–218. https://doi.org/10.1080/14623940220142343
   Google Scholar
• Black, P., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. Reflective Practice, 11(3), 245–258. https://doi.org/10.1080/14623941003665810
   Google Scholar
• Brockbank, A., & McGill, I. (2000). Facilitating reflective learning in higher education. Open University Press.
   Google Scholar
• Choy, S. C., Lee, M. Y., & Sedhu, D. S. (2019). Reflective thinking among teachers: Development and preliminary validation of reflective thinking for teacher’s questionnaire. Alberta Journal of Educational Research, 65(1), 37–50.
   Web of Science ®Google Scholar
• Danielson, L. (2008). Making reflective practice more concrete through reflective decision making. The Educational Forum, 72(2), 129–137. https://doi.org/10.1080/00131720701805009
   Google Scholar
• Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers. Teaching and Teacher Education, 22(3), 281–301. https://doi.org/10.1016/j.tate.2005.11.005
   Web of Science ®Google Scholar
• Dewey, J. (1933). How we think. DC Heath.
   Google Scholar
• Ewart, G., & Straw, B. S. (2005). A seven-month practicum: Collaborating teachers’ responses. Canadian Journal of Education, 28(1/2), 185–202. https://doi.org/10.2307/1602160
   Google Scholar
• Farrell, T. S. (2016). TESOL, a profession that eats its young! The importance of reflective practice in language teacher education. Iranian Journal of Language Teaching Research, 4(3), 97–107.
   Google Scholar
• Farrell, T. S. C. (2004). Reflective practice in action. Corwin Press.
   Google Scholar
• Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. Teaching and Teacher Education, 28(5), 675–684. https://doi.org/10.1016/j.tate.2012.02.006
   Web of Science ®Google Scholar
• Hillier, Y. (2005). Reflective teaching in further and adult education. Continuum.
   Google Scholar
• Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. https://doi.org/10.1016/S0742-051X(01)00051-8
   Web of Science ®Google Scholar
• Jones, R. A. (2012). What were they thinking? Instructional strategies that encourage critical thinking. The Science Teacher, 79(3), 66–70.
   Google Scholar
• Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., & Sinclair, K., et al (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381–395. https://doi.org/10.1080/713611442
   Google Scholar
• Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341–360. https://doi.org/10.1080/14623940802207451
   Google Scholar
• Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699–715. https://doi.org/10.1016/j.tate.2005.05.007
   Web of Science ®Google Scholar
• Lee, I. (2008). Fostering preservice reflection through response journals. Teacher Education Quarterly, 35(1), 117–139.
   Google Scholar
• Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. https://doi.org/10.1177/0022487102053001004
   Web of Science ®Google Scholar
• Malhotra, N., Hall, J., Shaw, M., & Oppenheim, P. (2007). Essentials of marketing research, an applied orientation. Pearson Education Australia.
   Google Scholar
• Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. ASCD.
   Google Scholar
• Mayes, C. (2001). Deepening our reflectivity. The Teacher Educator, 36(4), 248–264. https://doi.org/10.1080/08878730109555270
   Google Scholar
• Moghaddam, R. G., Davoudi, M., Adel, S. M. R., & Amirian, S. M. R. (2020). Reflective teaching through journal writing: A study on EFL teachers’ reflection-for-action, reflection-in-action, and reflection-on-action. English Teaching & Learning, 44(3), 277–296. https://doi.org/10.1007/s42321-019-00041-2
   Web of Science ®Google Scholar
• Nagle, J. F. (2008). Becoming a reflective practitioner in the age of accountability. The Educational Forum, 73(1), 76–86. https://doi.org/10.1080/00131720802539697
   Google Scholar
• Ostorga, A. N., & Estrada, V. L. (2009). Impact of an action research instructional model: Student teachers as reflective thinkers. Action in Teacher Education, 30(4), 18–27. https://doi.org/10.1080/01626620.2009.10734449
   Google Scholar
• Rashidi, N., & Javidanmehr, Z. (2012). Elf-based materials development: Does it work? Modern Journal of Language Teaching Methods, 2(1), 55–65.
   Google Scholar
• Richards, J. C., & Farrell, T. (2005). Professional development for language teachers. Cambridge University Press.
   Google Scholar
• Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. https://doi.org/10.1177/016146810210400402
   Web of Science ®Google Scholar
• Rosen, D. (2008). Impact of case-based instruction on student teachers’ reflection on facilitating children’s learning. Action in Teacher Education, 30(1), 28–36. https://doi.org/10.1080/01626620.2008.10463479
   Google Scholar
• Russell, T. (2005). Can reflective practice be taught? Reflective Practice, 6(2), 199–204. https://doi.org/10.1080/14623940500105833
   Google Scholar
• Shavit, P., & Moshe, A. (2019). The contribution of reflective thinking to the professional development of pre-service teachers. Reflective Practice, 20(4), 548–561. https://doi.org/10.1080/14623943.2019.1642190
   Web of Science ®Google Scholar
• Shortland, S. (2010). Feedback within peer observation: Continuing professional development and unexpected consequences. Innovations in Education and Teaching International, 47(3), 295–304. https://doi.org/10.1080/14703297.2010.498181
   Web of Science ®Google Scholar
• Tannebaum, R. P., Hall, A. H., & Deaton, C. M. (2013). The development of reflective practice in American education. American Educational History Journal, 40(1), 241–259. ‏.
   Google Scholar
• Thorsen, C. A., & DeVore, S. (2013). Analyzing reflection on/for action: A new approach. Reflective Practice: International and Multidisciplinary Perspectives, 14(1), 88–103. https://doi.org/10.1080/14623943.2012.732948
   Google Scholar
• Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20(3), 243–257. https://doi.org/10.1016/j.tate.2004.02.004
   Web of Science ®Google Scholar
• Xiaojing, X., Badakhshan, E., & Fathi, J. (2022). Exploring teacher reflection in the English as a Foreign Language context: Testing factor structure and measurement invariance. Frontiers in Psychology, 12(1), 6708. https://doi.org/10.3389/fpsyg.2021.828901
   Google Scholar
• Zeichner, K. M., & Liston, D. P. (2013). Reflective teaching: An introduction. Routledge.
   Google Scholar