A Practitioner Inquihv Into Pre-Service EFL Reflective Practicum of Haramaya Universitv: A Condition of Inabilltv to Reflect and Determinants of Effective Reflection
| dc.contributor.advisor | Banteyerga, Hailom (PhD) | |
| dc.contributor.author | Tadesse, Dereje | |
| dc.date.accessioned | 2022-05-11T09:02:06Z | |
| dc.date.accessioned | 2023-12-05T13:48:47Z | |
| dc.date.available | 2022-05-11T09:02:06Z | |
| dc.date.available | 2023-12-05T13:48:47Z | |
| dc.date.issued | 2009-07 | |
| dc.description.abstract | The thrust of this study was experiential observation of pre-service EFL student teachers' inability to reflect inion their practices at Haramaya University practicum context. The overall aim of the study was to, firstly, critically analyze the problem in its context with the intention to understand the facts of the situation of the problem and, secondly, make an mqulry into ways for maximizing the student teachers' ability to reflect in their context. A qualitative paradigm and practitioner inquiry design were adopted. Grounded Theory Method of data analysis was employed to systematically thematize, categorize and discover patterns and processes in the data. Ten student teachers, as respondents and practitioners, as well as four of their teacher educators, as informants, were selected by means of purposeful sampling, to take part in the study. Participant observation methods that involve unobtrusive observation, complete classroom observation, unstructured interview reflective journaling and discussions and practicum document gathering were used to collect qualitative data. The findings of the Contextual Analysis showed that the core factor for the EFL student teachers' inability to reflect is mainly their lack of effective reflection tools for reflectionfor/ on/about-actions and lack of effective time for reflection-in-action. The data suggests that, consequently, the central strategy of reflective practice they adopted was overdependence on and replication of the existing school syllabi without critical reflection. Based on these Contextual Analysis findings an Inquiry was next conducted, whereby participant student teachers were engaged on reflective journaling for two semesters. The findings of the Inquiry showed significant levels of improvement in their ability to reflect forlin/on action. For instance, the data analysis showed that they steadily began to reduce non-reflective behaviors such as over-advocating own actions, protectionism of self and peers, and exchange of distorted information, each of which initially blocked reflectivity. Gradually, they began to take such reflective actions as reflective observation of pupils' behaviors, reflective planning of lessons and actions, reflective classroom acts such as appreciative judgments of pupils' behavior, revision of some taken for granted assluuptions, promotion of sharing of information in classrooms and effective time management. Yet, some non-reflectivity behaviors such as context dilemma continued to persist due to influence of macro factors. All the domains of EFL refl ective skills- English, teaching and inquiry-improved. From the findin gs, a conclusion has been reached that the student teachers' inabil ity to effectively reflect related to their lack of effective reflection tools and control over lesson times and material s. By providing these conditions, student teachers' potential to effectively reflect and reconstruct new skills and knowledge from their experience can be prompted. Studies on conditions for cross-institutional and interdisciplinary practitioners' reflection are suggested as a major further area to be researched. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/31609 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.title | A Practitioner Inquihv Into Pre-Service EFL Reflective Practicum of Haramaya Universitv: A Condition of Inabilltv to Reflect and Determinants of Effective Reflection | en_US |
| dc.type | Thesis | en_US |