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On the journey from cognizance toward thriving: Iranian EFL teachers' engagement in reflective practice and professional development: the mediating effect of teacher mindfulness.
- Source :
- Reflective Practice; Aug2024, Vol. 25 Issue 4, p550-564, 15p
- Publication Year :
- 2024
-
Abstract
- This study investigated the crucial role of teaching in society and the inquiry into effective teaching qualities. It underscored the prominence of mindfulness in teaching, as well as the ongoing process of reflective practice within the realm of EFL educators. The research aimed to create a model illuminating the relationships between EFL teachers' reflective practice, teacher mindfulness, and professional development. It also delved into the mediating role of teacher mindfulness in this context. To attain this research objective, a convenience sampling method was utilized, leading to the selection of 150 EFL teachers from private language institutions across different provinces in Iran. Employing a quantitative methodology three distinct questionnaires were utilized to gather data. Subsequently, the information was examined through the application of Partial Least Squares Structural Equation Modeling (PLS-SEM). The structural model evaluation indicated significant path coefficients reinforcing all research hypotheses, with mindfulness functioning as a significant mediator between reflective practice and professional development. It is implied that there is a conspicuous emphasis on integrating mindfulness and reflective practices into educational policies and curricula to cultivate continuous growth and development among teachers. [ABSTRACT FROM AUTHOR]
- Subjects :
- TEACHER education
STATISTICAL correlation
PROFESSIONAL practice
MINDFULNESS
STATISTICAL sampling
QUESTIONNAIRES
RESEARCH evaluation
REFLECTION (Philosophy)
QUANTITATIVE research
STRUCTURAL equation modeling
DESCRIPTIVE statistics
PROFESSIONAL employee training
RESEARCH
ANALYSIS of variance
FACTOR analysis
Subjects
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 25
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 178530557
- Full Text :
- https://doi.org/10.1080/14623943.2024.2370596