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2026
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| Online Access: | https://doi.org/10.5281/zenodo.19703688 |
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| _version_ | 1866901820639543296 |
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| author | Manukyan A. |
| author_facet | Manukyan A. |
| 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> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19703688 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | LOOKING INWARD TO MOVE FORWARD: A QUALITATIVE AND EXPERIMENTAL STUDY ON REFLECTIVE TEACHING IN ARMENIAN SECONDARY SCHOOLS Manukyan A. Reflective teaching, secondary education, qualitative study, experimental study, reflective practice. <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> |
| title | LOOKING INWARD TO MOVE FORWARD: A QUALITATIVE AND EXPERIMENTAL STUDY ON REFLECTIVE TEACHING IN ARMENIAN SECONDARY SCHOOLS |
| topic | Reflective teaching, secondary education, qualitative study, experimental study, reflective practice. |
| url | https://doi.org/10.5281/zenodo.19703688 |