الفهرس يوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Reflective thinkinj has become /I new paradigm in teacher education program /III
over tIle world, e pecially EFL teacher education program. Equipping EFL
prospective teachers with reflective thinking kills i supposed to enhance their
knowledge skills and teaching performance and to modify their belief and
II umptiot . The pre eat snrd y aimed at illve tigating the effectiveness of a suggested
strate y (TLD-DRT) based on Mezirow’ theory of bran formative learnin , on
d veloping some reflective thinking skills among EFL pm pective teacher.
Mezirows theory was adopted as the framework of the present study. Mezirow
provided general theoretical guideline and descriptions 0 bow rmnsformative
learning occurs amonz learners, The pI sent stud y attempted to render tin theory 10
certain procedures that call be applied on kame and 10 construct a strategy find
mea llI”ing too based OJ) tills theory IbM ar-e.directly directed 10 fo ter and asses
reflective thiukine. Ba .ed 011this. three t .01 for c llecting data and two scoring to ”
were COIl”tl’U ted 10 analyze the subject” pre lind post reflective thinking as identified
by Mezirot ’: content, place , aud premi e reflection. The tool: for collering data are:
the !UfIO pective Self-Raring Sca.le. the Protocol of the 1n1;1o pective Self-Report
Interview, and the Viguene-Ba ed Te l. The two too u ed for analyzing data are the
aecklist for Raring Process Reflection Skill and the Analytic Rubric tor Ratillg
outeut and Premise Reflection.
MOleover. a sugge ted : traregy (Trausformstive earning Strategy for Developing
Reflective Tliinkin TLS-DRT) wa COil tructinz OIl the ba is of Mezirow’ phases of
trausfonuetive learning process. typesof Learning, basic es ential elem llts in
trim formarive learning proce and the petqtli ire Conditions fOJ”nansfcrmarive
leaning
<”\ ample comprised of 72 fourth-year E ,L prospective t acaers at aculty of
Education, Benha University, WAS randomly chosen to parti ipnre in the present rudy.
They \ ere engaged in certain acn ities such a conununir buiklina tasks, critical
incidents analyses. field journals, readiug jouruals, con ciousness-rai ing aeriviti ,
perspective taking activitie • experiential learning activities. observation activities,
evaluation acrivities ea e tudy analy i ,and ubmining report. Dam collected from
the tools ortll tndy were quanruatively and qualitatively analyzed. In some case,
data collect’ from ofher SO\1fC”S ’ nch a subjects’ works, journal. , analyse. and reports
along with the re earcher’s field notes and observations provided some hints on
analyzing dam.
Quantitative analysis of Ihe data Obtained IVa carried out u in” paired ample tre
t and (02 to detenniue whether EFL pro pective teache have developed reflective