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Diallo, Ibrahima
(2024).
DOI: https://doi.org/10.21954/ou.ro.00100437
Abstract
Reflection is considered an important aspect of professional practice of language teachers in the literature on teacher education. However, there are contexts, like sub-Saharan Africa where reflection is under-researched. In Senegal, the location of this study, reflection is not part of the teacher education landscape and so far, no major research on reflection has been conducted.
This thesis presents an exploratory study investigating the impact of reflection on the practice of novice teachers (NTs) of English. This study was carried out within a constructivist framework building on ontological relativity. A qualitative approach through a multiple case study was used to gain insight into the reflective practice of eight NTs from different contexts within Senegal. Due to COVID-19 restrictions, data had to be gathered online, and this was done using a range of tools including 84 lesson videos, 28 post-lesson reflection and 4 group reflection recordings, for a period of four months.
A thematic analysis of the data showed that NTs’ reflections mainly focused on teaching process and classroom management. The study exemplifies how NTs reflect at pedagogical and even critical levels when they engage in reflection with a peer or in group, which is contrary to their individual written reflection which remained at surface level. In the context of NTs in Senegal, dialogic and collaborative reflection seem to be appropriate strategies as NTs are likely to work in remote rural areas, in relative isolation. The results also suggest that reflective practice supports NTs’ professional learning leading to evidenced change in practice.
The study adds to the growing body of literature on reflection in sub-Saharan Africa and argues for a context-specific approach to reflection. It also provides evidence for Senegalese policy makers to integrate reflection in teacher education programmes.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
