Reflective Teaching in Elt Classrooms: Perception and Practice of Elt Instructors at Wachemo University
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Date
2024-06
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Addis Ababa University
Abstract
This study aimed at examining how university English language instructors perceivereflection in teaching and the extent to which their perceptions were realized in RT.Adopting a convergent case study method, the study was conducted utilizing bothqualitative and quantitative data sources. Quantitative data were collectedadministering questionnaire to forty-one English language instructors selected fromWachemo University through comprehensive sampling and qualitative data werecollected using interviews, observation and reflective journal writing from fourinstructors taken through convenience sampling among the surveyed instructors onthe basis of their willingness to participate. The interview data were transcribed andanalyzed applying various stages of coding employing software called Open Code4. Content analysis was applied to analyze reflective Journal entry (JE) data. Thequantitative data were analyzed using descriptive statistics (Mean and Standard Deviation)applying SPSS version 24. The results revealed that the surveyed instructorshave good theoretical understanding on the basic concepts of reflectionin teaching. However, classroom observation and JE data affirmed that there existed
a contradiction between instructors’ theoretical understanding and their applicationof RT. The study divulged that the instructors were found at a lower level ofreflectivity regardless of the superficial understanding they hold about reflectivepractice (RP). The results also revealed that the instructors engaged in the cognitive,practical, affective and meta-cognitive reflections to a greater extent relatively. Thefindings of the study further divulged that although the instructors are comparativelybetter at practising the four domains of reflection, they rarely engage in criticalreflective construct. This leads to the conclusion that the instructors have a gap indealing with broader socio-cultural factors affecting instructors’ teaching practiceand students’ language learning. Besides, this studyindicated that instructors’reflective Language teaching (RLT) practice was found to be affected by variousimpeding challenges generated from instructor,institution, learner an reflectiveprinciple related defects hindering their RP in ELT context at varying degree.Therefore, it was recommended that theinstructors should take initiatives to engagein action research, peer observation, analyzing critical incidents.
Keywords: reflection domains, reflective practice, Reflective teaching, Professionaldevelopment
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English language instructors