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The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout.

Participants who took part in this study included 158 (78 novice/80 experienced) EFL teachers of different ages (22-50) and teaching experience (1-25) from Tehran and Hamedan. They completed the English Language Teacher Reflective Inventory developed by Akbari et al. (2010), and the Maslach Burnout Inventory-Educator’s Survey developed by Maslach et al. (1996). The participants were selected via convenience sampling.

The results of two separate Pearson product-moment coefficients revealed that reflective teaching had a significant negative relationship with both novice and experienced EFL teachers’ burnout. Furthermore, the results of two separate regressions indicated that reflective teaching was a significant predictor of both novice and experienced EFL teachers’ burnout.

The findings of this study can help teacher educators and curriculum developers grasp a better picture of novice and experienced EFL instructors’ means of professional development (i.e. reflective teaching) and its relationship with educational and practical aspects of their career (i.e. burnout).

The purpose of this paper is to investigate the possible relationship between novice vs experienced EFLs teachers’ Big Five personality traits, ambiguity tolerance and risk taking. To this purpose, 30 teachers of TEFL courses were randomly selected, and three instruments of NEO Five-Factor Inventory, Ambiguity Tolerance Scale and Risk-taking Propensity Measure were employed to measure their Big Five personality traits, their ambiguity tolerance and risk taking, respectively.

The study was a quantitative ex post facto study. The first phase of the study was to investigate the relationship among variables of the study. On the other hand, the second phase of the study examined the impact of experience of teachers on their risk taking and ambiguity tolerance.

The results showed that the more experienced the teachers are, the less risk they take and the more ambiguity tolerant they are. On the other hand, the less experienced the teachers are, the more risk they will take and the less they can tolerate ambiguity. The findings of this research can have useful implications for teacher training programs as well as teaching practices.

This study can add to the circle of knowledge and enhance theoretical assumptions of the field. Moreover, considering the Iranian context, a few studies have focused on the importance of uncovering relationship between five big personality traits and teachers’ personality factors. Therefore, this study is an attempt to investigate the relationship between the Big Five personality traits of teachers and their ambiguity tolerance and risk taking.

It is widely accepted that second language teachers’ performance would dramatically improve if they were provided with the right support that addressed their self-awareness and pedagogical skills, especially in their early years of service. To verify the role of Transactional Analysis (TA) OK Modes Model in the provision of support for novice teachers, this research used the TA OK Modes Model on 26 newly recruited EFL (English as a Foreign Language) teachers who volunteered to participate in this study. The videos of the participants’ teaching enactments, the supervisor’s notes, the informal talks with the participants, and the teachers’ interpretation of their videos comprised the data for the study. The results of the analyses of both quantitative and qualitative data indicated that the effective Mode which communication comes from in the TA OK Modes Model facilitates teacher development and hence improves the quality of their pedagogical performance.

It is vital in today’s society that teachers are proactively involved in educational change. Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change.

The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations. The authors collected data from 17 teachers via individual interviews and open-ended questionnaire and performed analyses using a continuous inductive and deductive coding process.

The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations. The authors also found that formal and informal learning complement and compete with each other in shaping the can do motivation. Moreover, the authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation.

These findings indicate that greater attention must be paid to teachers’ informal workplace-learning experiences. Specifically, teachers’ informal learning experiences should be actively integrated into their formal workplace training to enhance their proactive motivation to educational change. Moreover, teachers’ learning preferences and teaching experience should be considered in the design of teacher-training programmes.

Based on the proactive motivation model of Parker et al. (2010), the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity. The authors have examined the relationship between teachers’ formal and informal workplace-learning and proactive teaching. The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning.

With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development.

The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers.

The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management.

This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

The purpose of this paper is to report on a small-scale research undertaken to examine the preservice English as foreign language (EFL) teachers’ collaborative understanding of lesson study. It constitutes the first of two empirical steps undertaken for integrating lesson study in initial EFL teacher education. The paper takes to the belief that preservice teachers’ understanding is a key factor that determines success or failure of lesson study projects and should therefore be investigated.

There were four preservice teachers who volunteered to participate in the study. Data were collected based on two procedures. Participants read the works of Lewis and Tsuchida (1999) and Dudley (2014) and were asked to collaboratively reflect about their readings on a WhatsApp platform. They were afterwards brought to a face-to-face discussion guided by questions mostly built from their previous reflections on the WhatsApp platform.

Participants have demonstrated a joint understanding which was essentially achieved due to the collaborative procedures. Likewise, participants have collaboratively reflected on the factors that could affect the process of lesson study and its application to EFL classrooms in Niger. These factors have been related to the issues in research methodology and the contextual learning culture.

The findings from this study draw attention to the need for teacher educators to use interactive and collaborative strategies while instructing preservice teachers about lesson study. The paper also offers insights about contextual factors which require preliminary and immediate actions before implementing lesson study in Niger.

Following the significant role of critical thinking (CT), sense of efficacy beliefs and teaching style preferences in the success of teachers and consequently the success of the educational system, this study intended to explore their relationship and the possible influence of these three factors among English as a Foreign Language (EFL) university professors.

To this end, Watson–Glaser Critical Thinking Appraisal-Form A, Teacher Sense of Efficacy Scale (TSES) and Grasha's Teaching Style Inventory (TSI) were administered to 320 Iranian EFL university professors.

The data were examined via path analysis indicated that teachers' CT abilities and sense of self-efficacy beliefs significantly influenced the teaching style preferences. Moreover, it was concluded that Iranian EFL university professors' CT skills positively affect their sense of efficacy beliefs.

Future studies may advance the possible relationships among the sub-components of CT, self-efficacy beliefs and teaching style. Furthermore, further investigations are recommended to study the influence of university professors' CT, self-efficacy beliefs and teaching style preferences in enhancing their learners' achievement.

The implications of the present study may contribute to the field of teacher education in providing opportunities for teachers to develop and practice higher-order thinking and self-assisted skills.

The implications of this study may redound to the advantage of university professors, teacher educators and policy-makers.

This research is original. To the best of the researchers' knowledge, there has been no study investigated the possible relationships between CT, sense of efficacy beliefs and teaching style preferences in higher education.

Reflective practice can greatly improve teachers' professional development, and various studies have demonstrated that teachers' knowledge sharing has a positive impact on their reflection. Accordingly, the present study was conducted to examine the effect of knowledge sharing in a popular online forum – WhatsApp – on English as foreign language (EFL) teachers' reflective practice. It was also aimed to probe the challenges the teachers faced to share information in their daily practice.

The experimental study was pretest and posttest. To do so, 60 available EFL teachers were chosen as the participants. They were randomly assigned to experimental and control groups. Both groups received the English language teaching (ELT) reflection inventory as the pretest and posttest. In addition, to find the difficulties EFL teachers encounter to share information in their daily practice, a week after the treatment, a semi-structured interview with 21 volunteer EFL teachers from the experimental group was carried out. As the treatment, the online discussion among the teachers regarding their daily practice took around 1 h and lasted two weeks.

The result of the posttest revealed that the experimental group outperformed the control group in their reflective practice. The results of the interview revealed that among other factors, the EFL teachers' lack of awareness regarding the importance of knowledge sharing, sticking to conventional methods of teaching and considering authorities' views as more trustworthy were the barriers which impede their knowledge sharing.

The findings could inspire reconsideration of the role social media plays in Iranian EFL teacher education and its role in contributing to teachers' professional development as well as their social interaction with colleagues. The results also call for taking measures to eliminate barriers to EFL teachers' knowledge sharing, which are partly rooted in the socio-educational context.

Some studies have argued that knowledge sharing may contribute to the promotion of EFL teachers' reflectivity. There are also studies that have reported that teachers' involvement in sharing of knowledge does not have a significant effect on their reflective practice. Accordingly, contradictory results have been reported regarding the effectiveness of knowledge sharing in promoting teachers' reflection. In addition, exploring the impact of knowledge sharing on EFL teachers' reflectivity via WhatsApp deserves more attention.

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The study used a questionnaire and semi-structured interviews to gain insights from a population of 319 students (aged 15-24) about their perceptions of responsibilities, decision-making abilities, motivation, involvement in autonomy-related activities, and capacity to take charge of their own learning. The findings of the study confirmed the relatively low readiness of Saudi EFL learners for independent learning (M = 3.06 on a scale of 1 to 5, SD =.31). Learners demonstrated low responsibility levels, since only 17.27% of them perceived that they accept sole responsibility for their EFL learning. Respondents reported a moderate level of ability (M = 3.63) and motivation (M = 3.70) to learn English. A considerable percentage of participants (27.29%) reported that they are rarely involved in self-directed activities; they demonstrated high levels of teacher dependency and low levels of learner independence. Despite the participants’ reasonable level of awareness of the nature of learner autonomy and its demands, their responses identified them as EFL learners with low autonomy. This study informs EFL learning stakeholders in Saudi Arabia that learners’ readiness for such conditions must be developed before interventions aimed at promoting autonomy are implemented in this context.

.هيتاذ ةروصب ةيزيلجنلإا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج ىدم ميقت نأ ةساردلا هذه لواحت تفظونايبتسا ةساردلا ا تلاباقمو رظن ةهجو ىلع لوصحلل319 لوح ابلاط يتاذ لكشب ملعتلل ةيلوئسملا مهلمحت ىدمةيعفادلا ،رارقلا ذاختا ىلع مهتردق ، ةغللا ملعتلةيبنجلاا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج فعض ةساردلا جئاتن تتبثا .يتاذ لكشب ملعتلا ىلع ةردقلاو ،ةيتاذلا ةطشنلأا يف ةكراشملا ،يلجنلإا = طسوتم( يتاذ لكشب ةيز3.06 = يرايعم فارحنا ،31. ثيح يتاذ لكشب ملعتلل ةيلوئسملل مهلمحت فعض نوكراشملا تبثا .)تبسن ام ىعداه طقف(17.27 ملعتلا ىلع ةردقلل ةطسوتم تايوتسم نوكراشملا سكع نيح يف كلذل مهلمحت نيكراشملا يلامجا نم )%3.63ةيعفادلاو ) لجنلإا ةغللا ملعتل( ةيزي3.70( نيكراشملا نم ةريبك ةبسن سكعت .)27.83يف مهتكراشم مدع )% يتاذلا ملعتلا ةطشنأ ريبك لكشب دامتعلااولوح نوكراشملا اهادبا يتلا ةطسوتملا تايوتسملا نم مغرلا ىلع .سفنلا ىلع دامتعلاا فعضو ملعملا ىلع فارتعلاا بمهتاباجا نا لاا هتابلطتمو يتاذلا ملعتلا ةيمهأ هذه يصوت .يتاذلا ملعتلل مهتيزهاج مدع تتبثا ةلباقملا ةلئساو نايبتسلاا ىلعلا جمد ةلواحم لبق يتاذلا ملعتلل ةبسانملا ةئيبلا ريفوتب ةيدوعسلا ةيبرعلا ةكلمملا يف ةيزيلجنلإا ةغللا ملعت نع نيلوئسملا ةساردلا يف بلاط .ملعتلا نم عونلا اذه

As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers’ knowledge sharing and self-efficacy.

The participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratified sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run.

The findings revealed the hypothesized model of relationships among the study variables. The results also confirmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed.

The bulk of research on teacher self-efficacy has concentrated fairly adequately on its relationship with factors such as teachers’ reflective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers’ knowledge sharing and self-efficacy.