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Development of an instrument to measure EFL teachers' perceptions of reflective teaching
Indonesian Journal of Applied Linguistics
Given the importance of reflective practice in education, little research has been done to investigate how EFL teachers and EFL learners perceive reflective teaching. Since reflection calls for disclosing the underlying views, understandings, and beliefs behind actions on the part of teachers, it is expected that the teachers can provide some deeper insights into reflective teaching employed in their classroom (Richards & Lockhart, 1996). The study was undertaken in light of currentdoi:10.17509/ijal.v9i1.12826 fatcat:bloinb2nhjd67gu2gf7lte6ztm