Exploring reflective practice among university English teachers in Yemen: A case study

Reflection is an important teaching tool for teachers in higher education. By reflecting on the teaching performance, teachers can make sense of reflection for professional development and meaningful teaching and learning. Given that beliefs and practices are important components of reflective pr...

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Main Author:	Ahmed, Waleed Mohammed Abdullah
Format:	Thesis
Language:	eng eng
Published:	2014
Subjects:	LB Theory and practice of education
Online Access:	https://etd.uum.edu.my/4497/1/s91185.pdf https://etd.uum.edu.my/4497/2/s91185_abstract.pdf
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id	my-uum-etd.4497
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Harun, Minah
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Ahmed, Waleed Mohammed Abdullah Exploring reflective practice among university English teachers in Yemen: A case study
description	Reflection is an important teaching tool for teachers in higher education. By reflecting on the teaching performance, teachers can make sense of reflection for professional development and meaningful teaching and learning. Given that beliefs and practices are important components of reflective practice, more in-depth understanding of how teachers engage in reflection needs to be explored. Previous studies mainly focused on teacher‟s beliefs about reflection. However, little is known about how reflection is currently practiced among the university English teachers in Yemen. This study explores how reflection is practiced at one private university in Yemen by employing a qualitative case study method to gain insights into the phenomenon. Data were collected through a multipronged research approach including semi-structured interviews, semistructured classroom observations, journal entry and focus group discussions. Five teachers with ten-years of teaching experience were purposively selected as the key informants. Six to ten students taught by every informant took part in the focus group discussions. Data were analyzed using a coding scheme. The findings indicate that the teachers engaged in various levels, types and patterns of reflection. The multifaceted elements of reflection revealed that teachers‟ reflection was caused by two types of factors namely enabling and constraining factors. The study demonstrates that teachers need to constantly engage in formal, regular and collaborative reflection with students, colleagues, and administrators for professional development. The study provides several implications. Theoretically, the study leads to a critical awareness of the different layers of reflection. Practically, it gives teachers, administrators and decision-makers in-depth information about effective reflective practice, in particular, its process and relevance to teacher education. Methodologically, other studies can employ a similar approach to understand any complex phenomena related to teaching and learning. Further research studies are required to explore the roles of university administrators and policy makers in promoting effective reflection.
format	Thesis
qualification_name	Ph.D.
qualification_level	Doctorate
author	Ahmed, Waleed Mohammed Abdullah
author_facet	Ahmed, Waleed Mohammed Abdullah
author_sort	Ahmed, Waleed Mohammed Abdullah
title	Exploring reflective practice among university English teachers in Yemen: A case study
title_short	Exploring reflective practice among university English teachers in Yemen: A case study
title_full	Exploring reflective practice among university English teachers in Yemen: A case study
title_fullStr	Exploring reflective practice among university English teachers in Yemen: A case study
title_full_unstemmed	Exploring reflective practice among university English teachers in Yemen: A case study
title_sort	exploring reflective practice among university english teachers in yemen: a case study
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2014
url	https://etd.uum.edu.my/4497/1/s91185.pdf https://etd.uum.edu.my/4497/2/s91185_abstract.pdf
_version_	1776103649652506624
spelling	my-uum-etd.44972023-04-02T00:33:58Z Exploring reflective practice among university English teachers in Yemen: A case study 2014 Ahmed, Waleed Mohammed Abdullah Harun, Minah Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences LB Theory and practice of education Reflection is an important teaching tool for teachers in higher education. By reflecting on the teaching performance, teachers can make sense of reflection for professional development and meaningful teaching and learning. Given that beliefs and practices are important components of reflective practice, more in-depth understanding of how teachers engage in reflection needs to be explored. Previous studies mainly focused on teacher‟s beliefs about reflection. However, little is known about how reflection is currently practiced among the university English teachers in Yemen. This study explores how reflection is practiced at one private university in Yemen by employing a qualitative case study method to gain insights into the phenomenon. Data were collected through a multipronged research approach including semi-structured interviews, semistructured classroom observations, journal entry and focus group discussions. Five teachers with ten-years of teaching experience were purposively selected as the key informants. Six to ten students taught by every informant took part in the focus group discussions. Data were analyzed using a coding scheme. The findings indicate that the teachers engaged in various levels, types and patterns of reflection. The multifaceted elements of reflection revealed that teachers‟ reflection was caused by two types of factors namely enabling and constraining factors. The study demonstrates that teachers need to constantly engage in formal, regular and collaborative reflection with students, colleagues, and administrators for professional development. The study provides several implications. Theoretically, the study leads to a critical awareness of the different layers of reflection. Practically, it gives teachers, administrators and decision-makers in-depth information about effective reflective practice, in particular, its process and relevance to teacher education. Methodologically, other studies can employ a similar approach to understand any complex phenomena related to teaching and learning. Further research studies are required to explore the roles of university administrators and policy makers in promoting effective reflection. 2014 Thesis https://etd.uum.edu.my/4497/ https://etd.uum.edu.my/4497/1/s91185.pdf text eng public https://etd.uum.edu.my/4497/2/s91185_abstract.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia Abhakorn, J. L. M. (2014). Investigating the use of student portfolios to develop students' metacognition in English as a foreign language learning. Journal of Language Teaching and Research, 5(1), 46-55. doi: 10.4304/jltr.5.1.46-55. Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35, 192–207. Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227. Alexander, P. A., & Dochy, F. J. R. C. (1995). 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