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| Formato: | Recurso digital |
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Zenodo
2026
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| Acceso en liña: | https://doi.org/10.5281/zenodo.19703688 |
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Table of Contents:
- <p class="MsoNormal"><span>This article investigates the perceptions, barriers, and practical impacts of reflective teaching practices within the context of Armenian secondary education. While reflective practice is a cornerstone of modern pedagogy in the West, its integration into the post-Soviet educational systems remains a complex challenge. This mixed-methods study utilized semi-structured interviews with 20 experienced Armenian teachers and a controlled experiment involving 10 teachers over a four-week period. The qualitative results indicate that while Armenian teachers possess intuitive reflective tendencies, they are hindered by administrative burdens, cultural resistance to vulnerability, and a lack of formal training. The experimental results demonstrate that teachers who engaged in structured, written reflection using Gibbs’ (1988) Reflective Cycle showed a statistically significant improvement in classroom observation scores and self-efficacy compared to a control group. The study concludes by advocating for the integration of reflective portfolios into the national teacher certification process in Armenia.</span></p>