Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities
Bibliographic record
Abstract
This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflection are used in the three institutions. A combination of quantitative and qualitative research methodologies was employed for collecting information regarding reflective practice in the PGDT program of the three universities. Multilevel mixed-method sampling techniques were utilized to select participants. Data were collected using questionnaires, semi-structured interviews and observation, and interpreted using simple statistical analysis and descriptive narrative approach. The study shows that most of the participants lack sufficient theoretical and practical knowledge of reflective practice. It shows that structured opportunities for reflection were not created for student teachers to practice reflection. The researchers, therefore, recommend that the government, curriculum designers, teacher education institution, and teacher educators create a common understanding about the goal of the program, and deliberately setup some structured opportunities to promote reflection in the institutions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".