Bachore Mebratu Mulatu, Dagaga Eskindir Getachew, Lerebo Tagesse Daniel
Hawassa University, Ethiopia.
Heliyon. 2024 Jul 9;10(14):e34232. doi: 10.1016/j.heliyon.2024.e34232. eCollection 2024 Jul 30.
The purpose of this study was to assess the awareness and practice of Secondary School teachers about employing reflective approach. It was a qualitative study involving two government secondary schools, namely, Biftu Secondary School and Shashemene Secondary School which were selected purposively. Likewise, a total of 12 teachers were selected using a purposive sampling technique. The primary data was gathered using interviews and focus group discussions, whereas secondary data was obtained from different documents like classroom reflection reports and instructional lesson plans. The findings showed that the teachers have some awareness about reflective practices. However, they have not successfully implemented it as they lacked practice based in-depth understanding of the approach. In addition, it was disclosed that some teachers even do not have awareness about reflective practice at all. Similarly, it was discovered that reflection-in-action is the common type of reflection being practiced. And, reflection-for-action is hardly applied in the teaching learning process. This entails that the failure to employ reflective practice in a balanced way has been affecting the quality of education in the schools. Therefore, concerned stakeholders should work on enhancing teachers' awareness and practice skills in employing reflective approach.
本研究的目的是评估中学教师对采用反思性方法的认识和实践情况。这是一项定性研究，涉及两所政府中学，即比夫图中学和沙舍梅内中学，这两所学校是有目的地挑选出来的。同样，采用目的抽样技术共挑选了12名教师。主要数据通过访谈和焦点小组讨论收集，而次要数据则从课堂反思报告和教学教案等不同文件中获取。研究结果表明，教师对反思性实践有一定的认识。然而，由于他们缺乏基于实践的对该方法的深入理解，所以未能成功实施。此外，还发现一些教师甚至根本没有反思性实践的意识。同样，发现行动中反思是正在实践的常见反思类型。而且，行动后反思在教学过程中几乎没有应用。这意味着未能以平衡的方式运用反思性实践一直在影响学校的教育质量。因此，相关利益攸关方应致力于提高教师在采用反思性方法方面的认识和实践技能。
