Reflection for specific purposes : the use of reflection by Nigerian English language teachers

Preview

PDF WRAP_THESIS_Hyacinth_2013.pdf - Submitted Version - Requires a PDF viewer. Download (9MB) | Preview

Request Changes to record.

Abstract

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. Four types of reflection are identified: learner-centred reflection;
teacher-centred reflection; skill-centred reflection and knowledge-centred reflection. By
comparing the two groups of participants’ perspectives of reflection and their use of
reflection, the benefit and potential of reflection to bring change and development in the
context is highlighted. The study shows that as participants progress through the
spectrum of reflection-in-use that was identified in the study, they make sense of
teaching and learning and of themselves as teachers; moving from intuitive encounters
of reflection-in-use to the more explicit zones of systematic reflection. The study
concludes that because reflection is multifaceted and used in specific ways, teacher
educators will need to develop specific and relevant learning tools to teach it in more
teacher-centred ways.

Request changes or add full text files to a record

Repository staff actions (login required)

View Item