الفهرس 
Chapter I: The Problem and its Significance
Part I: Theoretical FrameworkOnly 14 pages are availabe for public view
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Abstract
The present study attempted to examine the effect of a reflective model of teaching on developing second year English majors’ self-assessment, self-esteem and teaching skills. The sample of the study comprised forty second year English majors (N=40) enrolled in the microteaching course, Faculty of Education, Minia University. The study adopted the quasi-experimental design as the 40 subjects were randomly assigned to two groups: the experimental group and the control one (20 English majors each).
To gain insight into the process of reflection within the field of teacher preparation, subjects of the experimental group were taught by a reflective teaching program to train them in the teaching skills of TEFL. Other reflective assignments included self-assessment of their own teaching performance, video analysis of some videotaped classes, and peer observation/reflection. Subjects of the control group, on the other hand, were trained using the conventional methods of lecturing and modeling through which students practised teaching as a technical skill. The program was conducted during the second term of the academic year 2008-2009, one session a week (2 hours each).
Results of the study came out very promising. They revealed that the majority of the reflective model subjects achieved significantly higher levels in their teaching performance than those of the control one. They also significantly surpassed their peers in the control group on the post-application of the self-esteem scale and the self-assessment sheet.
Analysis of the data collected indicated that the subjects of the experimental group showed a deep commitment to their learning which fueled their passion for their mission as teachers and prompted constant thinking about their future profession. It was proven that these English majors had developed flexibility and readiness for both creativity and change as they went beyond knowing theory to being able to use it appropriately as they understood the broader implications and applications of their learning. They also showed higher levels of self-esteem during their post microteaching which provided them with more confidence in their abilities to deal with the textbook and the classroom environment more than ever. The reflective teaching experience was also found more satisfying than the conventional microteaching treatment.