Measuring Reflective Teaching among Moroccan University EFL Professors: Perceptions and Pedagogical Implications

Abstract

A crucial component of successful pedagogy, reflective teaching is still a nebulous idea in Morocco, mostly because it can only be completely realized when teachers are provided with the right opportunity to further their professional development and participate in methodical reflective practices. The purpose of this study was to find out how English language instructors in Moroccan universities perceive their degree of reflection and how their teaching methods reflect these perceptions. Two stages of multi-method design were utilized. Five professors were chosen randomly from among the participants of the first survey for the second stage, consisting of semi-structured interviews. A questionnaire was used to gather data from 100 EFL instructors in the first stage (Akbari, Behzadpoor & Dadvand, 2010). In order to identify trends in their questioning style—which was an indicator of reflective teaching—their teaching approaches were observed and scrutinized employing the seating chart method. It was also sought under this research if there was any relationship between the level of reflective teaching and experience in teaching. The results showed that the professors reflected to some degree and were more inclined to trust their instincts than structured reflecting exercises. The professors' participation in learner-centered and metacognitive reflection was higher than their participation in critical, practical, and cognitive reflective activities. According to the study, more methodical and cooperative reflection practices that concentrate on comprehending students' learning styles and critically analyzing instructional circumstances are necessary if instructors are to improve their pedagogical efficacy.