Reflective Teaching of EFL Instructors at Shambu College of Teacher Education

Authors

  • Moti Alemayehu Dheressa College, Ethiopia

DOI:

https://doi.org/10.33394/jollt.v10i3.5186

Keywords:

EFL instructors, reflection, reflective teaching,

Abstract

Being reflective is one of the most paramount capabilities that instructors need to be ready with post-method technology for their professional growth and development. The present study aimed to discover reflective teaching from extraordinary views in phrases of a) determinants that simulate instructors to reflect, b) outcomes that instructors revel in due to their reflective teaching, and c) boundaries that can get up and prevent instructors from reflective teaching. A qualitative data approach was hired to accumulate records from 10 EFL instructors triangulating semi-structured interviews, diaries, journals, and observations. Data analysis through thematic analysis is used for this to take a study. The results revealed that tinstructors not only reflect to respond to a problem, but additionally they reflect on diminishing some negative elements like strain or tension on the part of each trainees and themselves in addition to improving, enhancing, or mending something in teaching or studying. The codes of determinants have been additionally conceptualized into three large categories of reflection-in-action, reflection-on-action, and reflection-for-action, with the reflection-for-action, used more regularly by using the instructors. In the case of effects, the codes were labeled into classes of inner and outside outcomes. It was also concluded that some of the results reinforce the reflective teaching and play the role of determinants motivating instructors to reflect again. Regarding the boundaries, after categorizing the codes into external and internal boundaries, it was observed that external factors are more robust.

Author Biography

Moti Alemayehu Dheressa, College

English/PhD candidate

References

Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 instructor education. System, 35(2), 192-207.

Akbari, R., & Allvar, N. K. (2010). L2 Teacher Characteristics as Predictors of Students' Academic Achievement. Tesl-Ej, 13(4), n4.

Burhan-Horasanli, E., & Ortaçtepe, D. (2016). Reflective practice- oriented online discussions: A study on EFL instructors’ reflection-on, in and for-action. Teaching and Instructor Education, 59, 372-382.

Cousin, G. (2000). Strengthening action-research for educational development. Educational Developments, 1, 5-7.

Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing among Five Approaches (3rd.ed.). Thousand Oaks, CA: SAGE.

Dewey, J. (1933/1993). How we think: a re-statement of the relation of reflectivethinking to the education process. Washington DC: Heath, & Co, Boston.

Farrell, T. S. (2012). Reflecting on reflective practice: (Re) visiting Dewey and Schön. TESOL Journal, 3(1), 7-16.

Farrell, T. S. (2016). TESOL, a Profession that eats its young! The importance of reflective practice in language instructor education. Iranian Journal of Language Teaching Research, 4(3), 97-107.

Farrell, T. S. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19.

Rajagopalan, I. (2019). “Concept of Teaching.†Shanlax. International journal of Education, V7(2) 5-8.

Kaung, P. P. (2020). A study of teachers’ reflective teaching practices on students’ academic achievement in Myanmar. MA thesis.

Kumaravadivelu, B. (1994). The postmethod condition: (E) merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48.

Kumaravadivelu, B. (2006). Undertsanding Language Teaching: From Method to Post Method. New Jursey: LawrenceeErlbaum Associates.

Marcos, J. M., Sanchez, E., & Tillema, H. H. (2011). Promoting instructor reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21-36.

Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

Richard, J. C., & Schmidt, R. (2002). Dictionary of Longman teaching and applied linguistics, (3rd ed.). London, England: Pearson Education.

Scales, P. (2008). Teaching in the lifelong learning sector. Berkshire, England: Open University Press.

Schon, D.A. (1983). The reflective practitioner: How professionals think in action. Basic Books Inc., New York Valdez, P. N.,

Downloads

Additional Files

Published

2022-07-25

How to Cite

Alemayehu Dheressa, M. (2022). Reflective Teaching of EFL Instructors at Shambu College of Teacher Education. Journal of Languages and Language Teaching, 10(3), 356–367. https://doi.org/10.33394/jollt.v10i3.5186

Issue

Vol. 10 No. 3 (2022)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.