Reconceptualizing the Main Factors of Reflection-for-Action in an Iranian EFL Context

Reflection is a key component of teacher development by which teachers can gain an understanding of the teaching knowledge, connect theory to practice and develop teaching skills. This study aimed to investigate the underlying structure of the items that make up ‘reflection-for-action’ in an Iranian EFL context. To present a framework for research and highlight the components of reflection-for-action, this study developed and validated a teacher reflection-for-action questionnaire. To this end, ten components were identified after undertaking a comprehensive review of the literature and conducting interviews with domain experts on Reflection. Then a draft version of the Reflection questionnaire, consisting of ۴۹ items, was pilot tested with ۲۰۰ teacher evaluators, who were working for various English language institutes and universities in Iran. The results, using Exploratory Factor Analysis (EFA), led to a ۳۸-item questionnaire with strong estimates of reliability and validity. The results also demonstrated that the questionnaire consisted of a seven-factor structure of collaboration, motivation, perception, experience, academic qualification, professional development, and efficacy. Consequently, Confirmatory Factor Analysis (CFA) was carried out with another ۲۰۰ Iranian EFL teachers to check the fitness of the proposed model. The result of CFA indicated that the model enjoyed a satisfactory level of goodness of fit, showing that the seven-factor were not the result of random variance in the learners’ responses. Finally, statistical results are discussed and implications are provided.                                                                                                                              

Keywords:

confirmatory factor analysis , Exploratory Factor Analysis , Reflection-for-Action