School-based collaborative reflection for professional learning: a case study of primary school teachers in Ethiopia. Issue 6 (2nd November 2022)

• Record Type: Journal Article
• Authors: Taddese, Esayas Teshome; Rao, Congman
• Is Part Of: Reflective practice. Volume 23:Issue 6(2022)
• Page Start: 663
• Page End: 675
• Publication Date: 2022-11-02
• Subjects: School-based -- collaborative reflection -- professional learning -- teacher -- Ethiopia; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2022.2107501
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: This qualitative case study explores the practices of school-based teacher collaborative reflection based on the experiences of Ethiopian primary school teachers. Guided by constructivist epistemology, data were collected via in-depth interviews, focus group discussions (FGDs) and document reviews, and field notes. The findings revealed that teachers are compelled to engage in school-based collaborative reflection for professional learning through mandatory collaborative teams. This sharply contrasts with teachers' long-standing norms of autonomy that appreciate independence and non-reliance. As a result, in order for a school-based collaborative practice to be reflective and successful, the tension between teacher autonomy and the need for collaboration must be resolved. Moreover, the findings disclosed that teacher collaborative reflection is a widely touted subject but less of a reality in the context of Ethiopian primary schools because of context-specific structural and cultural factors.