EFL Teachers’ Practices of Reflective Teaching and the Challenges they face: Kotebe Metropolitan University in Focus

Abstract

This study was mainly conducted to 1) assess the extent to which EFL teachers at KMU employ the four reflection factors in teaching and 2) to inquire into factors that obstruct successfully employing reflective teaching. Data were collected from selected sample EFL teachers and students. A questionnaire with 40 items was distributed to 20 randomly selected EFL teachers. FGD was conducted with five randomly selected EFL teachers and five third year English majoring students. A semi-structured interview was prepared for three randomly selected EFL teachers and the interview was audio recorded. Data from questionnaire were analyzed using descriptive statistics. The data obtained from the FGDs and the interviews were analyzed qualitatively. From the data collected through the questionnaire, interview and the FGD, there is no evidence showing that EFL educators are using reflective teaching within their career long learning though they know reflectivity is important in their teaching profession. From the data obtained, the factors obstructing the successful employment of reflective teaching include lack of university culture and system of reflective teaching, self-conceit of knowing better than others, lack of the right attitude (open mindedness, whole-heartedness, and responsibility), shortage of resources, having extra responsibility, and lack of incentive/encouragement