IMPLEMENTATION OF REFLECTIVE PRACTICE IN THE CONTEXT OF PGDT OF SELECTED UNIVERSITIES IN ETHIOPIA: THE CASE OF PRE-SERVICE TEACHERS OF ENGLISH LANGUAGE

Abstract

The purpose of this study is to describe and explain the perception and views of student teachers, teacher educators, and PGDT coordinators about an implementation of reflective practice in the context of PGDT of selected universities in Ethiopia, particularly pre-service teachers of English language. The study was guided by the principles of pragmatism world view which allows researchers to choose the appropriate methodology that helps to solve the research problem. Accordingly, this study employed mixed method research with multiphase mixed methods design in which the first phase (qualitative observation) conducted to inform second and third phases (quantitative survey and face-to-face interview). Mixed methods sampling techniques were employed to select the participants of the study. Stratified simple random sampling techniques were employed to select participants for quantitative part of the study while purposive or judgmental sampling technique was employed to select population of the qualitative part of the study. Data were collected through observation, questionnaire, and semi-structured interview, and analyzed through simple statistical tools and narrative descriptions. The study revealed that in the institutions where this study was carried out very little emphases was paid for structured opportunity (modeling, collaborative learning, strategic encouragement, culture of inquiry and separated time and place) for reflection. The finding also showed that reflective tools such as portfolio, case study, seminar group discussion, journal writing, and critical incidents were rarely used and some of these tools were not recognized in the institutions. The use of module as the only reference or prescribed nature of learning contents can also be the evidence that limited student teachers from exploring different reflective contents. The study has also revealed that practicum and lesson presentation procedures were not followed reflective practice approach, and also the follow up system was very weak. Therefore, it is possible to conclude that the implementation of reflective practice in the context of PGDT of selected universities was ineffective because the institutions failed to maintain suitable institutional context, relevant content and tools, useful procedures and timely and purposeful support. This can be eliminated if the institutions work hard on creating appropriate context, provide relevant contents and tools for reflection and pay due attention for student teachers’ learning progress