NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1048633
Record Type: Journal
Publication Date: 2014-Nov
Pages: 26
Abstractor: ERIC
Reference Count: 115
ISSN: EISSN-1072-4303
Reflective Practice in Nigeria: Teachers' Voices and Experiences
Hyacinth, Timi; Mann, Steve
TESL-EJ, v18 n3 Nov 2014
This article presents data collected in a qualitative study of Nigerian English language teachers working in Nigeria. Many of these Nigerian teachers have not had a formal introduction to reflective practice. Most of them work in conditions of constraint and challenge, experiencing a lack of resources, support and often working with large classes. The study was focused on establishing whether they saw themselves as reflective and could articulate ways in which reflection was important for them in their everyday practice. Even with those teachers who have been introduced to reflective practice, our data suggests that teachers may perceive reflection differently from their trainers. The article draws on interviews, questionnaires and focus groups in detailing how Nigerian teachers conceptualise reflection and in what ways it is important for them. The article finishes by arguing that more data, perhaps in the forms of reflective vignettes of experience, interview extracts, journal entries and descriptions of teaching challenges from teachers is important in making reflective practice less vague and more achievable for teachers. The data suggests that reflection can happen in an intuitive and self-determined way and these experiences (and associated texts) would make good data for making reflection in teaching more tangible for trainee and novice teachers.
TESL-EJ. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria