Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities

• Published in: Interchange (Toronto. 1984) Vol. 55; no. 4; pp. 405 - 428
• Main Authors: Gebremariam, Hailay Tesfay, Sisay, Aniley Berhanu
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.12.2024; Springer Nature B.V
• Subjects: Colleges & universities; Data; Education; Educational Philosophy; Educational Policy and Politics; Higher education; Polls & surveys; Public Colleges; Random sampling; Reflection; Reflective practice; Reflective Teaching; Selfappraisal; Teachers; Teaching; Teaching Experience; Reflective Practice; Public universities; Teachers’ experiences in reflective practice; Challenges in reflective practice; HEIs teachers
• ISSN: 0826-4805; 1573-1790
• DOI: 10.1007/s10780-024-09526-x

Teachers are the most important resource in any school system. However, operating at the intersection of knowledge, skills, and the transmission capacity of values through reflective practice can be challenging. This study focuses on the experience and challenges of teachers in higher education institutions (HEIs) in Ethiopian public universities when it comes to reflective practice. To achieve our objective, we used a descriptive survey research design with a mixed research approach to collect primary data from 140 HEIs teachers (127 male and 13 female) at four public universities in Ethiopia. We employed a random sampling technique and utilized questionnaires, and interviews. We used two types of questions to gather data: one to assess the teachers’ experience with reflective practice and levels of instruction, and the other to identify problems and instruction levels. Qualitative data were analyzed through subject description, while quantitative data were tested using descriptive, Pearson correlation, and univariate analysis of ANOVA statistics. The results indicate that the experience of HEIs teachers reveals significant associations in all favorable aspects of reflective practice components (i.e., reflection-in-action, reflection-on-action, reflection-with-action, and self-appraisal). However, some teachers agreed or disagreed that they faced challenges in their teaching experience. Some problems encountered were agreed upon, while others were not. Based on these findings, we provide recommendations for improvement.