محمدحسین عارفیان

Since reflective practice is regarded as a significant professional learning tool for teachers to change, modify, and reform their educational practices, it is important for teachers to move towards a more creative use of reflection. Thus, imaginative and creative reflective practice can serve as a new approach to enhance teaching efficiency, originality, reflectivity, and practicality. Additionally, teachers can utilize Artificial Intelligence (AI) tools to implement reflective practice in creative and imaginative ways to support innovative reflections and address complex teaching challenges. Accordingly, this study employed imaginative and creative reflective practice with a Chat Generative Pre-Trained Transformer (ChatGPT) as a novel AI tool. This study explored how imaginative and creative AI-oriented reflective practice could contribute to the professional development of EFL teachers within a complex educational system. To this end, the perspectives of six novice and experienced EFL teachers were examined through semi-structured interviews, classroom observations, and post-class discussions within a qualitative case study framework. The findings indicated that teachers were able to transform and reform their belief systems by learning new concepts, reflecting on their practices, innovating knowledge and practice, and initiating change through imaginative and creative AI-oriented reflective practice. The study concludes with suggestions on how to engage language teachers in imaginative and creative AI-oriented reflective practices.

Although researchers have used practical procedures for developing professional teacher education, such as reflective practice and action research, the role of learning-oriented assessment (LOA) in building an active learner-centered pre-service teacher education has received scarce scholarly attention. Hence, the purpose of this study is to explore how collective and reflective LOA can enhance EFL pre-service teachers’ learner-centered teacher education. For this purpose, 15 Iranian EFL pre-service teachers were selected through a convenience sampling procedure from a teacher-training college in Iran. The study was built on a qualitative intrinsic case study, the data were collected from the participants through observations, self- and peer-assessment practices, portfolios, and semi-structured interviews, and the collected data were inductively analyzed. The results of the inductive thematic analysis indicated that pre-service teachers became active, cooperative, and flexible. Firstly, pre-service teachers concentrated on reflective self-assessment, collaborative peer-assessment, and portfolios. Secondly, pre-service teachers were more self-directed and autonomous by taking more actions, planning their development, making decisions, and learning. Thirdly, pre-service teachers accelerated their positive emotions, such as growth mindset, flexibility, curiosity, and criticality. The findings promise implications for implementing learning–oriented assessment to promote teachers’ agency and autonomy in their teaching careers.

Few studies have explored how English-as-a-foreign-language (EFL) preservice teachers can do collaborative reflective practice (CRP) to enhance their knowledge and skills, using artificial intelligence (AI) tools. The main purpose of this study, adopting a basic interpretive qualitative design, is to investigate how CRP can be implemented with ChatGPT to develop preservice EFL teachers professionally. After selecting the participants through a purposive sampling procedure and exploring the perspectives of eight preservice EFL teachers and two teacher educators through narratives, interviews, observations, and group discussions, the data were analyzed through thematic analysis. The results of data analysis showed that employing CRP implemented in ChatGPT has the potential to provide several benefits, including the ability to contemplate new experiences, connect theory and practice, acquire knowledge and expertise, become critical and autonomous, embrace challenges and opportunities, improve professionally, socially, and emotionally, regulate emotions and thoughts, and foster creativity. Furthermore, the use of ChatGPT in CRP can function as a virtual mentor and collaborator to engage with preservice teachers, find problems and resolve issues, and enhance professional growth. The findings of the present study may carry implications for teacher educators and policy makers to enhance social and reflective practices as they integrate AI into teacher education programs to enhance preservice teachers’ cognitive and social functioning.

Reflective practice and noticing can be regarded as two essential concerns for novice teachers’ survival and development in their first practices. Therefore, this study was an attempt to explore how reflective practices activate novice English as a Foreign Language (EFL) teachers’ noticing. To that end, we conducted an instrumental case study to explore the role of reflective practice among Iranian novice EFL teachers in activating their noticing. An inductive-deductive thematic analysis of the data collected through teachers’ portfolios and semi-structured interviews indicated that novice teachers’ noticing could be activated and sharpened through teachers’ personal, cognitive, and professional developments addressed by reflective practice. Furthermore, the findings showed that there are relationships among novice teachers’ personal, cognitive, and professional developments and the components of teacher noticing, including framing, perceptual activities and exploration, and interaction, leading to sharpening novice EFL teachers’ noticing. Hence, it can be concluded reflective practice can activate novice EFL teachers' noticing, impacting their professional development through framing, interaction, perceptual activities, and exploration. The study has implications for EFL teacher education programs, where teacher educators can help teachers develop critical reflection skills to address problems in their classrooms.

The current study attempted to investigate and compare the perceptions of Iranian in-service hard disciplines, soft disciplines, and English teachers of their prognostic, formative, and summative assessment literacy. To this end, a total number of 282 high school teachers (94 teachers from each disciplinary groups) were asked to complete the modified and validated version of Rahimi and Rastgoo’s (2017) questionnaire. To enrich the quantitative phase, 90 teachers (30 ones in each group of disciplines) were also interviewed. The results of one-way ANOVA and multiple comparisons revealed a significant difference between hard disciplines and English teachers in terms of their prognostic and summative assessment literacy. However, no significant difference was found among the three groups in terms of their formative assessment literacy. The content analysis of the interviews cast light on the commonalities and discrepancies of assessment perceptions and practices depending on the teachers’ disciplines. The findings can be transferred to teacher education programs to enhance the teachers’ subject-specific assessment competencies.