Reflection for specific purposes : the use of reflection by Nigerian English language teachers
Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes.
Hyacinth, Timi B.
LB Theory and practice of education
Reflection for specific purposes : the use of reflection by Nigerian English language teachers. Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes.
reflection specific_purpose use reflection nigerian english_language teacher reflection yet_fully understood concept practice experience many english_language teacher_education programme call data led study prove benefit make concept less vague continue new argument academic presentation reflective inquiry may flaw teacher perceive reflection differently studies suggest many trainee teacher teacher educator still reflection rejection fleet tolerance reflection teacher trainee may connect top_down approach teach reflective_practice exploratory interpretive study nigerian english_language teacher nigerian elt context explore evidence reflective inquiry study integrate classroom exploration teacher group meeting focus group_individual interview aim_project voice participant reflection identify context teacher use intuitively participate formal reflective international teacher development course findings show reflection multifaceted distinctively construe use specific_purpose