In-Service EFL Teachers' Reflective Practice and Journal Writing Struggles: Action Research at Harar Business and Teachers Education College (HBTEC)
Keywords:
Action research, Reflective practice, Level of reflection, in-service EFL teachersAbstract
The objective of this action research was to investigate the reflective practices and journal writing challenges of in-service EFL teachers at Harar Business and Teachers Education Colleges. This study employed qualitative methods, with a six-week implementation of an action plan aimed at improving teachers' reflective practices. Fourteen in-service EFL teachers were the population of the study and samples were chosen using convenience and availability sampling techniques depending on the types of data gathering tools. The main methods of data gathering tools were interviews, observations, reflective journal writing, and discussions. The baseline data and results from three intervention periods were compared to investigate the improvement. By gathering information using four data gathering sources, the researcher was able to triangulate the study's findings. The results showed that implementing reflective practice improved in-service EFL teachers’ professional quality, reflection level, and journal writing skills. Major teachers’ difficulties during implementation of reflective practice like lack of knowledge and interest were investigated and addressed during the entire intervention phases.
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