Reflective Teaching and Language Teacher Education Programmes: A Milestone in Yemen and Saudi Arabia.

Arif Ahmed Mohammed Hassan Al-Ahdal

Salmeen Abdulrahman Abdullah Al-Awaid

Abstract: A language teacher faces constantly diverse class-room situations; he tries to adopt appropriate theory of learning, approach, technology, and tools and aids to create understanding in context. In doing so, he draws upon his experience and peer-experience to resolve problems and issues through the process of reflection. He takes help of research results, and does research work, sources specialist literature or undergoes need-based training – not once but repeatedly to develop competence to cope with class-room situations and remove social or psychological barriers, more particularly in the case of second or foreign language teaching. In reflective practice, the teacher summons all his faculties, experiences and appropriate theory to practice in the classroom. A language-teacher observes his students’ reactions and reflects on the results after responding to such learning behaviour of the students. Following the reflection, the teacher decides to adapt or modify the theory chosen earlier. A classroom is like a laboratory where a teacher relates teaching theory to teaching practice and observes the students’ responses. This paper is an attempt to give focus to the importance of reflective teaching in general with special reference to Language Teacher Education Programmes in Yemen and Kingdom of Saudi Arabia as well as check the teachers' awareness of reflective teaching. 50 teachers of English from both the countries were surveyed and interviewed for the purpose.

Key words: reflective teaching, language teacher education, peer teaching/interaction, ICT tools, classroom problems, teacher-training

总结：一个语言教师面临着不断多样化的课堂情况;他试图采用适当的学习理论,方法,技术和工具创建理解上下文。在这样做的时候,他利用他的经验和同辈经验解决问题和通过反射问题的过程。他需要帮助研究工作,专业文献来源或经历即培训——不是一次而是多次开发能力应对课堂情况和消除社会或心理障碍,尤其是在外语教学。在反思性实践能力中,教师在教室里召唤他所有的能力,经验和适当的理论实践。语言教师观察学生的反应,反映出结果后应对这样的学习行为的学生。反馈后,老师决定调整或修改选择的理论。教室就像一个实验室,一位老师与教学理论，教学实践和观察学生的反应。本文试图将目光聚焦到反思性教学的重要性。

来源:Journal of Language Teaching & Research. 2014, Vol. 5 Issue 4, p759-768. 10p.