Persian Language International Teaching Studies
AZFA Teachers' Perception of Reflective Teaching: Examining the Role of Educational and Experiential Factors in Professional Development
Document Type : Research Paper
Authors
Department of Linguistics, Faculty of Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran
Abstract
This study investigates the perceptions of Persian language teachers as a foreign language (AZFA) regarding the components of reflective teaching and examines the influence of educational and experiential variables on these perceptions. Addressing the scarcity of empirical research in teaching Persian to non-native speakers, the study seeks to bridge the gap between theoretical perspectives and field-based evidence. A descriptive–analytical design with a survey approach was employed. Participants comprised 34 AZFA teachers from universities and Persian language teaching centers, recruited through convenience sampling with voluntary participation. Data were collected using a localized adaptation of Trinh’s (2024) questionnaire, which includes 12 Likert-scale items organized into four components: information sources, professional thinking development, growth of teaching skills, and educational problem-solving. Content validity was confirmed by expert review, and reliability was established with a Cronbach’s alpha of 0.87. Data were analyzed in SPSS 26 using the Friedman test, independent t-test, one-way ANOVA, simple linear regression, and Spearman’s correlation. The mean scores of the components (> 4) indicated that AZFA teachers held positive attitudes toward reflective teaching, though no statistically significant differences emerged among the components (p > 0.05). Demographic variables (age, gender, academic degree) showed no significant effects, whereas certain educational and experiential factors—such as teaching level, participation in teacher training programs, and source of familiarity with reflective teaching—were significantly associated with specific components. The findings suggest that reflective teaching is a learnable, education-dependent skill. Incorporating reflective teaching principles into teacher training programs could enhance instructional quality and promote the professional growth of AZFA teachers.
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