Secondary School Teachers as Reflective Practitioners. The Case of Teachers in Bouazza Miloud School. Maghnia, Tlemcen

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Cover Page:

Outline:

General Introduction
Chapter One: Theoretical Review
1.2. Teaching/Learning Process
1.2.1. Definition of Learning
1.2.2. Definition of Teaching
1.3. Language Teaching
1.3.1. Basic Language Skills
1.3.2. Systemic vs Schematic Knowledge
1.4. Language Teacher
1.4.1 Novice vs Experienced Teacher
1.4.2 Expert Teacher
1.5. Teacher Personal Development
1.5.1. Competence vs Competency
1.5.2. What is an Effective Teacher?
1.6. Reflective Teaching as a Key to achieve professionalism
1.6.1. Reflection on Action
1.6.2. Teacher Education Development
1.6.3. Teacher Professional Development
1.6.4. Teacher Continuing Professional Development
1.7. Teachers as Reflective Practitioners
1.7.1 Characteristics of Reflective Practitioners
1.8. Conclusion
Chapter Two: Analysis and Discussion of The Results
2.1. Introduction
2.2. Research Objectives
2.3. Research Instrument
2.4 Data Analysis
2.4.1 Teachers’ Questionnaire
2.4.2. Classroom Observation
2.4.3. Structured Interview
2.5. Data Interpretation
2.6. Conclusion
General Conclusion
References

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