Exploring reflective teaching approaches among secondary schoolteachers in Hawassa University’s technology villages

Abstract

This research aimed to explore the extent of secondary school teachers’ engagement in reflective practice. It specifically investigated the types of reflection in which teachers participate and the factors hindering their engagement in reflective practice. To address these objectives, a mixed- methods research design was employed. Data were collected from secondary school teachers using questionnaires and focus group discussions. The findings revealed that teachers were generally not engaged in reflective practice. Weak planning and evaluation of lessons prior to implementation hindered their reflection-for-action. Similarly, insufficient focus on lesson effectiveness during implementation impeded their reflection-in-action, while a lack of evaluation of lesson outcomes after implementation negatively impacted their reflection-on-practice. Based on these findings, recommendations were provided to enhance teachers’ reflective practices, including strategies for improving lesson planning, in class reflection, and post- lesson evaluation. These recommendations aim to support teachers in bridging the gap between theory and practice, thereby fostering professional growth and improving instructional effectiveness.