Examining And Explaining The Dimensions Of Reflective Teaching And Its Role On The Job Crafting Of Student-Teachers Of Farhangian University

Document Type : Original Article

Author

مدرس دانشگاه فرهنگیان

Abstract

Introductoin: Reflective teaching is a new nature of teaching that seeks the application of thinking and thought in the way of implementing curricula and tries to provide the sustainability of learning content by continuously evaluating activities. This approach seeks to inform and objectify the range of educational actions that teachers express in a cycle of the teaching process. The present research was conducted with the aim of identifying and explaining the dimensions of reflective teaching on improving the Job Crafting of student-teachers of Farhangian University.
Method: The qualitative research approach was thematic analysis with emphasis on the self-perception method. The participants were student-teachers working at Farhangian University of Shahid Motahari Khoi in the academic year 1402-1401, and 17 of them were studied as a purposeful index sampling. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. Also, the method of rich description and cross-case analysis was used in order to validate the data, and the Another review method and parallel analysis were used to determine the reliability of the data. The obtained data were analyzed using a 3-step process consisting of King and Harrocks (2010), Brown and Clark (2006) and Atride-Sterling (2001).
Finding: The findings of this research include 6 overarching themes, 18 organizing themes and 159 primary themes, which are the main categories based on the indicators of educational self-evaluation, educational motivation, self-study, narration, educational pathology and self-regulation. Also, the reflective teaching approach in line with Job Crafting emphasizes on revising work goals and creating new procedures in teaching, reviewing and criticizing educational interactions and the situational nature of educational communication, directing teachers' attitudes and forming teaching culture.
Discussion and Conclusion: The results show that schools, by emphasizing new approaches in teaching curricula, pay attention to the role of reflection and thinking in the way of implementing educational content, the focus of teacher activities, and consider the creative mentality and attitude of teachers in teaching as part of the identity of the teacher's job and revise the teaching standards.

Keywords

References

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