Dawit Mekonnen (Ass. Prof.)Demekash Asregid2024-11-082024-11-082024-06https://etd.aau.edu.et/handle/123456789/3618This research explores the promotion of reflective practice among student teachers at Hawassa College of Teacher Education. It investigates the effectiveness of feedback and the dynamics of interactions between teacher educators, mentors, tutors, and student teachers in fostering reflective practice during both micro teaching and school practicum phases. Utilizing a case study design, the research employed unstructured observations, focus group discussions (FGD), semi-structured interviews, and document analysis to collect data from a diverse group of participants, including teacher educators, student teachers, mentors, and tutors. In total, three teacher educators and six student teachers were interviewed, 18 student teachers participated in FGDs across three groups during micro teaching, and another set of six student teachers, three tutors, and six mentors were interviewed, with six student teachers also participating in FGDs during the practicum phase. Thematic analysis was applied to the data collected. The findings revealed that during micro teaching, teacher educators struggled to effectively facilitate per-service teachers' reflective practices using various feedback methods. The absence of feed-forward, coupled with the use of phonological feedback and inappropriate evaluation criteria, hindered the per-service teachers' engagement in reflection. This limitation affected their ability to engage in three types of reflection: reflection on action, reflection for action, and reflection in action. The study also identified obstacles such as limited time for micro teaching, organization of micro teaching activities in course modules, and inconsistent evaluation standards. Similarly, during the practicum, supervisors and tutors predominantly provided one-directional feedback, positioning themselves as experts and reducing student teachers to passive feedback recipients. This approach limited student teachers' opportunities for per- and post-exercise reflection and focused on identifying deficiencies rather than fostering higher-level reflective practices. The study identified obstacles such as mentor and supervisor training, collaboration between practicum supervisors and mentors, shortage of time, and space for reflection during practicum. The research concludes with recommendations to view micro teaching as an integral component of on-campus teaching practicums, to allocate sufficient time for these activities, and to provide training for teacher educators on effective feedback methods. Additionally, it emphasizes the importance of mentor training, the need for collaboration between teacher education colleges and practicum schools, and the arrangement of adequate time and space for student teachers to practice and receive feedback. A model for facilitating reflective practice in teacher education is proposed, highlighting the necessity of careful planning in both on-campus and practicum activities to develop student teachers' reflective practices effectively. The study's insights underscore the significance of facilitating reflective practice during microteaching and practicums for student teachers. Keywords: Reflective Practice, Microteaching, Practicum, Mentoring, FeedbackenReflective PracticeMicroteachingPracticumMentoringFeedbackThesis