On the Relationship between Reflective Teaching and Personality Traits
Abstract
Abstract:
During the last decade, the slogan of reflective teaching has been embraced by teachers, teachers’ educators, and educational teachers all over the world. This international movement in teaching and teacher education that has developed under the banner of reflection can be seen as a reaction against the view of teachers as technicians who narrowly construe the nature of the problems confronting them and merely carry out what others, removed from classroom, want them to do. Drawing on John Dewey’s ideas, there are three attitudes of reflective teachers, i.e., open-mindedness, wholeheartedness, and responsibility. Personality traits are tendencies that represent an individual's uniqueness that have a lasting and stable effect on an individual's behavior and thinking (Satchell et al., 2017). However, given the fact that all teachers are not of the same personality types, it is hypothesized that teachers with one personality type prefer to rely on one element of teaching reflection. This provided enough impetus for us to investigate the relationship between the teachers’ personality types and their teaching reflection elements. To this end, we drew on John and Srivastava’s (1999) the Big Five Inventory Personality Test and Ryan (2014) the Reflective Teaching Instrument. One hundred Iranian EFL teachers were selected based on convenience sampling. They were from six different language institutes in Tehran, Iran. The results confirmed the hypothesis that each personality type correlated with elements of the teaching reflection. Extrovert teachers, for instance, were found to draw on the affective element in their teaching practices. The pedagogical implications of the findings are discussed.
References
Ahmetoglu, G., & Chamorro-Premuzic, T. (2013). Personality 101. Springer Publishing Company.
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207. https://doi.org/10.1016/j.system.2006.12.008
Alrefaee, Y., & Al-Ghamdi, N. (2019). Refusals among Yemeni EFL learners: A study of negative pragmatic transfer and its relation to proficiency. Asian EFL Journal Research Articles, 25. https://ssrn.com/abstract=3491963
Alsuhaibani, Z. (2020). Perceptions and practices of EFL pre-service teachers about reflective teaching. Arab World English Journal (AWEJ) Volume, 10. https://dx.doi.org/10.2139/ssrn.3512561
An, M., Zhang, X. & Ching, F.N.Y. (2021) Pre-service Teachers’ Career Values as Determinants of Career Choice Satisfaction: A Hierarchical Regression Analysis. Asia-Pacific Edu Res 30, 431–442. https://doi.org/10.1007/s40299-020-00529-7
Ayyildiz, P., & Yilmaz, A. (2021). ‘Moving the Kaleidoscope’to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers’ creativity fostering behavior. Thinking Skills and Creativity, 41, 100879. https://doi.org/10.1016/j.tsc.2021.100879
Boag, S. (2018). Personality dynamics, motivation, and the logic of explanation. Review of General Psychology, 22(4), 427-436.https://doi.org/10.1037%2Fgpr0000150
Bose, N., & Sgroi, D. (2022). The role of personality beliefs and “small talk” in strategic behaviour. Plos one, 17(9). https://doi.org/10.1371/journal.pone.0269523
Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., & Burke, P. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education (Online), 38(3), 124-141. https://search.informit.org/doi/10.3316/informit.705789501923965
Carson, A.D. (1998) ‘The integration of interests, aptitudes and personality traits: A test of Lowman’s Matrix’, Journal of Career Assessment, 6(1): 83–105. https://doi.org/10.1177%2F106907279800600106
Catell, R. B., Eber, H. W., & Tatsuoka, M. M. (1970). Handbook for the sixteen personality factor questionnaire. Champaign, IL: Institute for Personality and Ability Testing, 38.
Cattell, R. B. (1943). The description of personality. I. Foundations of trait measurement. Psychological Review, 50, 559–594.
Cattell, R. B. (1957). Personality and motivation Structure and Measurement. New York: Harcourt, Brace and World.
Cattell, R. B., Cattell, A. K., Cattell, H. E. P., Russell, M. T., & Bedwell, S. (2003). The PsychEval personality questionnaire. Champaign, IL: Institute for Personality and Ability Testing.
Chamberlain, G. E. (2013). Predictive effects of teachers and schools on test scores, college attendance, and earnings. Proceedings of the National Academy of Sciences, 110(43), 17176-17182. https://doi.org/10.1073/pnas.1315746110
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American economic review, 104(9), 2633-79. DOI: 10.1257/aer.104.9.2633
Chiorri, C., Bracco, F., Piccinno, T., Modafferi, C., & Battini, V. (2015). Psychometric properties of a revised version of the Ten Item Personality Inventory. European Journal of Psychological Assessment, 31(2), 109. https://psycnet.apa.org/doi/10.1027/1015-5759/a000215
Coan, R. W. (2019). The optimal personality: An empirical and theoretical analysis. Routledge.
Cohn, M., Sarian, M., Predeck, K., & Zellou, G. (2020, October). Individual variation in language attitudes toward voice-AI: The role of listeners’ autistic-like traits. In Proceedings of Interspeech.
Conn, S. R. ML., & Rieke, M. L. (Eds.). (1994): The 16PF Fifth Edition Technical Manual. Champaign, IL: Institute for Personality and Ability Testing. Inc.
Dar, F. R. (2015). Rethinking Education--Emerging Roles for Teachers. Universal Journal of Educational Research, 3(2), 63-74.
Datta, S., & Kingdon, G. (2021). The myth of teacher shortage in India. https://doi.org/10.35489/BSG-RISE-WP_2021/072
Dewey, J. (1909). Moral principles in education. Houghton Mifflin.
Elaskary, R. S. (2021). The effects of gender, personality type, number of sessions and online modality on the therapeutic alliance and session evaluation in online counselling (Doctoral dissertation, Dublin, National College of Ireland). https://norma.ncirl.ie/id/eprint/4927
Fadaee, E., Marzban, A., & Najafi Karimi, S. (2021). The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers. Cogent Education, 8(1), 1881203. https://doi.org/10.1080/2331186X.2021.1881203
Farrell, T. S. (2012). Reflecting on Reflective Practice:(Re) Visiting Dewey and Schon. Tesol Journal, 3(1), 7-16. http://dx.doi.org/10.1002/tesj.10
Farrukh, M., Alzubi, Y., Shahzad, I. A., Waheed, A., & Kanwal, N. (2018). Entrepreneurial intentions: The role of personality traits in perspective of theory of planned behaviour. Asia Pacific Journal of Innovation and Entrepreneurship. https://doi.org/10.1108/APJIE-01-2018-0004
Feucht, F. C. (2010). Epistemic climate in elementary classrooms. Personal epistemology in the classroom: Theory, research, and implications for practice, 55-93.
Fröhlich, M., van Schaik, C. P., van Noordwijk, M. A., & Knief, U. (2022). Individual variation and plasticity in the infant-directed communication of orang-utan mothers. Proceedings of the Royal Society B, 289(1975).https://doi.org/10.1098/rspb.2022.0200
Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. Review of personality and social psychology, 2(1), 141-165.
Goldberg, L. R. (1990). An alternative" description of personality": the big-five factor structure. Journal of personality and social psychology, 59(6), 1216. https://doi.apa.org/doi/10.1037/0022-3514.59.6.1216
Gordon, R. J., Kane, T. J., & Staiger, D. (2006). Identifying effective teachers using performance on the job (pp. 2006-01). Washington, DC: Brookings Institution.
Halder, S., Roy, A., & Chakraborty, P. K. (2010). The influence of personality traits on information seeking behaviour of students. Malaysian Journal of Library & Information Science, 15(1), 41-53. http://mjs.um.edu.my/index.php/MJLIS/article/view/6721
Hattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon.
Jacobs, M., Vakalisa, N. C. G., & Gawe, N. (Eds.). (2011). Teaching-learning dynamics. Pearson Education South Africa.
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. Handbook of personality: Theory and research, 2(1999), 102-138.
Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: a meta-analytic review. Journal of applied psychology, 87(4), 797. https://psycnet.apa.org/doi/10.1037/0021-9010.87.4.797
Klassen, R. M., & Kim, L. E. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32-51. https://doi.org/10.1016/j.edurev.2018.12.003
Krug, S. E., & Johns, E. F. (1990). The 16 Personality factor questionnaire. Testing and Counseling Practice. Mahwah, NJ: Lawrence Erlbaum Associates, 63-90.
Lee, I. R., & Kemple, K. (2014). Preservice teachers' personality traits and engagement in creative activities as predictors of their support for children's creativity. Creativity Research Journal, 26(1), 82-94. https://doi.org/10.1080/10400419.2014.873668
Levy, J. J., Richardson, J. D., Lounsbury, J. W., Stewart, D., Gibson, L. W., & Drost, A. W. (2011). Personality Traits and Career Satisfaction of Accounting Professionals. Individual Differences Research, 9(4).
Lewis, M., Pervin, L. A., & John, O. P. (2001). On the development of personality. Handbook of personality: Theory and research, 327-346.
Lounsbury, J. W., Park, S. H., Sundstrom, E., Williamson, J. M., & Pemberton, A. E. (2004). Personality, career satisfaction, and life satisfaction: Test of a directional model. Journal of career assessment, 12(4), 395-406. https://doi.org/10.1177%2F1069072704266658
Lowman, R. L. (1991). The clinical practice of career assessment: Interests, abilities, and personality. American Psychological Association. https://psycnet.apa.org/doi/10.1037/10091-000
Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33.
McCrae, R. R., & Costa, P. T., Jr. (2008). The five-factor theory of personality. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 159–181). The Guilford Press.
Merz, E. L., & Roesch, S. C. (2011). A latent profile analysis of the Five Factor Model of personality: Modeling trait interactions. Personality and individual differences, 51(8), 915-919. https://doi.org/10.1016/j.paid.2011.07.022
Messick, S. (2021). Structural relationships across cognition, personality, and style. In Aptitude, learning, and instruction (pp. 35-76). Routledge.
Miller, A. (1991). Personality types, learning styles and educational goals. Educational psychology, 11(3-4), 217-238. https://doi.org/10.1080/0144341910110302
Mohammadi, F. (2015). The Effect of personality traits and self-efficiency of secondary school teacher” job performance based on a causation model. Journal of LUDUS VITALIS XI (1), 78-84.
Monabbati, A., & Faravani, A. (2020). On the Interrelationships of Professional Identity, Perfectionism, and Reflective Teaching of Iranian EFL Teachers. Journal of Critical Reviews, 7(10), 2491-2502.
Naemah, O. (2007). An Assessment of Work Stress Level at Asian Composite Manufacturing (ACM) Sdn. Bhd (Doctoral dissertation, Universiti Utara Malaysia).
Naseer, S., Mussarat, R., & Malik, F. (2022). Personality Traits and Academic Achievements of Undergraduate Students: The Mediating Role of Emotional Intelligence. Pakistan Journal of Psychological Research, 37(1), 135-148.
Pal, K. (2022). Reflection on Teaching Practice for Agile Methodology Based Product Development Management. In Teaching Innovation in University Education: Case Studies and Main Practices (pp. 135-155). IGI Global.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Patrick, C. L. (2011). Student evaluations of teaching: effects of the Big Five personality traits, grades and the validity hypothesis. Assessment & Evaluation in Higher Education, 36(2), 239-249. https://doi.org/10.1080/02602930903308258
Raad, B. d., & Perugini, M. (Eds.). (2002). Big five factor assessment: Introduction. In B. de Raad & M. Perugini (Eds.), Big five assessment (pp. 1–18). Hogrefe & Huber Publishers.
Rammstedt, B., & John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of research in Personality, 41(1), 203-212.https://doi.org/10.1016/j.jrp.2006.02.001
Rashtchi, M., & Sanayi Mashhour, H. (2019). Extravert and introvert EFL teachers: How do reflective teaching and burnout relate. Journal of Applied Linguistics and Language Research, 6(3), 73-88.
Renn, R. W., Allen, D. G., & Huning, T. M. (2011). Empirical examination of the individual‐level personality‐based theory of self‐management failure. Journal of Organizational Behavior, 32(1), 25-43. https://doi.org/10.1002/job.667
Richards, J. C. (1991). Reflective teaching in TESOL teacher education. In E. Sadtono (Ed.), Issues in language teacher education: Anthology series 30 (pp. 1-19). Singapore: SEAMEO REL
Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353.
Richardson, P. W., & Watt, H. M. (2018). Teacher professional identity and career motivation: A lifespan perspective. In Research on teacher identity (pp. 37-48). Springer, Cham.DOI: 10.1007/978-3-319-93836-3_4
Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112(12), 2988-3023. https://doi.org/10.1177%2F016146811011201204
Rayan, A. (2014). The Degree of Reflective Practices of Mathematics Teachers in Hebron Directorates of Education & Its relationship with Teaching Sense of efficacy. AL-Manarah for Research and Studies, 20, 143-173.
Satchell, L., Hoskins, S., Corr, P., & Moore, R. (2017). Ruminating on the nature of intelligence: Personality predicts implicit theories and educational persistence. Personality and Individual Differences, 113, 109-114.https://doi.org/10.1016/j.paid.2017.03.025
Saucier, G., & Goldberg, L. R. (1996). The language of personality: Lexical perspectives on the five-factor model. In J. S. Wiggins (Ed.), The five-factor model of personality: Theoretical perspectives (pp. 21–50). Guilford Press.
Schleicher, A. (2016). Teaching excellence through professional learning and policy reform. Lessons from Around the World, International Summit on the Teaching Profession. https://doi.org/10.1787/9789264252059-en
Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Schuerger, J. M. (1995). Career assessment and the sixteen personality factor questionnaire. Journal of Career Assessment, 3(2), 157-175. https://doi.org/10.1177%2F106907279500300204
Schuerger, J. M., & Sfiligoj, T. M. (1998). Holland codes and 16PF global factors: Sixty-nine samples. Psychological reports, 82(3_suppl), 1299-1306. https://doi.org/10.2466%2Fpr0.1998.82.3c.1299
Schuerger, J.M. and Watterson, D.G. (1998) Occupational Interpretation of the 16PF Questionnaire. Cleveland, OH: Watterson and Associates.
Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English language teaching, 2(4), 130-143.
Spengler, M., Brunner, M., Damian, R. I., Lüdtke, O., Martin, R., & Roberts, B. W. (2015). Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status. Developmental psychology, 51(9), 1329. https://psycnet.apa.org/doi/10.1037/dev0000025
Stanek, K. C., & Ones, D. S. (2018). Taxonomies and compendia of cognitive ability and personality constructs and measures relevant to industrial, work and organizational psychology. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work & organizational psychology: Personnel psychology and employee performance (pp. 366–407). Sage Reference.
Strus, W., Cieciuch, J., & Rowiński, T. (2014). The circumplex of personality metatraits: A synthesizing model of personality based on the big five. Review of General Psychology, 18(4), 273-286. https://doi.org/10.1037%2Fgpr0000017
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Learning Policy Institute.
Tabatabaei, O., & Pourakbari, A. A. (2012). An Investigation into the Problems of Teaching and Learning English in the Isfahan Province High Schools, Iran. Journal of Language Teaching & Research, 3(1).
Tango, R. A., & Kolodinsky, P. (2004). Investigation of placement outcomes 3 years after a job skills training program for chronically unemployed adults. Journal of Employment Counseling, 41(2), 80-92. https://doi.org/10.1002/j.2161-1920.2004.tb00881.x
Terzis, V., Moridis, C. N., & Economides, A. A. (2012). How student’s personality traits affect Computer Based Assessment Acceptance: Integrating BFI with CBAAM. Computers in Human Behavior, 28(5), 1985-1996.https://doi.org/10.1016/j.chb.2012.05.019
Torsney, B. M., Lombardi, D., & Ponnock, A. (2019). The role of values in pre-service teachers’ intentions for professional engagement. Educational Psychology, 39(1), 19-37. https://doi.org/10.1080/01443410.2018.1504892
White, P., Gorard, S., & See, B. H. (2006). What are the problems with teacher supply?. Teaching and Teacher Education, 22(3), 315-326.https://doi.org/10.1016/j.tate.2005.11.002
Zhao, H., & Seibert, S. E. (2006). The big five personality dimensions and entrepreneurial status: a meta-analytical review. Journal of applied psychology, 91(2), 259. https://psycnet.apa.org/doi/10.1037/0021-9010.91.2.259
Zweig, D., & Webster, J. (2003). Personality as a moderator of monitoring acceptance. Computers in Human Behavior, 19(4), 479-493.https://doi.org/10.1016/S0747-5632(02)00075-4
- View 328 times Download 328 times pdf
Copyright (c) 2023 Journal of English Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
