Reflection as a Continous Professional Development for University Teachers : The case of Teachers of the Department of English at Tlemcen University

Abstract

Reflective teaching is a top notch practice that would surely help both experienced and newbie teacher to go beyond their traditional way of teaching, as it help them collaborate and corporate to share their own expertise, view and experience. Thus, this research work aims at raising the awareness among EFL teacher about the crucial importance of the reflection, and the need to consider ways of creating opportunities to develop reflective thinking among them so as to promote their professional growth. In order to reach this objective, the researcher design an exploratory case study dealing with EFL university teachers and mainly with a teacher specialized in the field of TED. The aim of this study is to examine the ability of EFL University teachers to reflect on their teaching practices. This study, however, collects quantitative and qualitative data from a conducted structured interview and the investigation are the awareness of EFL teachers of the importance of reflective teaching since it calls them for ongoing exercise of their intellect, responsibility and professionalism. Furthermore, reflective teaching enables teachers to make appropriate instructional decisions by implementing a number of investigative procedures. At last, it helps EFL teachers to become more aware of their own actions, more skillful and more knowledge in both teaching and about teaching.