ABSTRACT

Teacher resilience as a capacity for teachers enables them to bounce back and thrive rather than just survive in challenging circumstances. Although reflection is theoretically introduced to enhance resilience, there is little empirical evidence to support the relationship. To fill the gap, this study investigates the association between Iranian EFL teachers’ reflective practice and their resilience. To this end, seventy-five EFL teachers completed the English language teaching reflection inventory and the resilience scale. The results indicated the positive effect of different subscales of teachers’ reflection on their resilience. The findings of correlational analysis demonstrated that all five reflection subscales had a significant positive relationship with teachers’ resilience. Besides, the results of multiple regression analysis also showed that two subscales of cognitive reflection and metacognitive reflection were good predictors of teacher resilience. In the qualitative phase, the contribution of different subscales of reflection in promoting resilience was examined. Based on these findings, suggestions for further research were presented and pedagogical implications were proposed.

摘要

教师的应变能力作为教师的一种能力，使他们能够反弹并蓬勃发展，而不仅仅是在充满挑战的环境中生存。尽管从理论上引入了反射以增强弹性，但很少有经验证据支持这种关系。为了填补这一空白，本研究调查了伊朗EFL教师的反思行为与他们的应变能力之间的联系。为此，有75名EFL教师完成了英语教学反思量表和应变能力量表。结果表明，不同子量表的教师反思对他们的复原力具有积极作用。相关分析的结果表明，所有五个反射分量表都与教师的应变能力具有显着的正相关关系。除了，多元回归分析的结果还表明，认知反射和元认知反射这两个子量表是教师应变能力的良好预测指标。在定性阶段，研究了不同反射量表在增强弹性方面的作用。基于这些发现，提出了进一步研究的建议并提出了教学意义。