How do I teach? Exploring knowledge of reflective practice among in-service EFL teachers in Ukraine

Figures & data

Table 1. Participant information (n = 56).

Experience	1–5 years	6–15 years	16–34 years	Total
School 1	Bogdana F (BA) Olya T (BA)	Julia K (BA) Lyudmyla U (MA) Tatyana (MA)	Greg (MA) Svitlana M (MA)	8
School 2	Anna (MA) Zoya I (MA)	Alvina (MA) Ivanna (MA) Polina A (BA)	Dmytro A (PhD) Tamara H (BA)	7
School 3	Olha Z (MA) Nataliya A (BA) Faina E (BA)	Tetyana F (BA) Ulyana (MA) Evelina (MA) Svitlana M (MA)	Lyudmyla D (MA)	8
School 4	Yuliia A (MA) Rita V (MA) Oleksandra (BA)	Natalya B (MA) Liliya B (MA)	Halyna (MA)	6
School 5	Larysa F (MA)			1
School 6	Svitlana G (MA)	Mariya O (MA)	Mariya H (BA)	3
School 7	Karolina (MA) Valentyna A (MA)	Solomiya L (MA) Pavlina A (BA)	Olena V (BA) Daryna V (MA) Phekla K (MA) Wasylyna S (BA)	8
School 8	Kira I (MA)	Olya S (MA)		2
School 9	Iryna T (MA) Sofiya O (BA)	Yana (MA) Calyna O (MA) Maryna G (BA)	Jevgenij E (MA) Fota W (BA)	7
School 10		Olena B (MA) Kristina H (MA)	Halyna (BA)	3
School 11	Dana H (MA)	Svitlana L (MA) Vira R (MA)	Zhanna (MA)	4
Total	18	23	15	56

Table 2. Initial codes for interview transcripts.

Research questions	Code	References
Reflective strategies	E-journaling (portfolios)	Stevens & Cooper, 2009; Threlfall, 2014
	Peer observation	Hatzipanagos & Lygo-Baker, 2006
	Reflective dialogue/post observation discussions	Hatzipanagos & Lygo-Baker, 2006
	Peer sharing	Gottesman, 2009
	Action research	Kemmis & McTaggart, 1988
	Technological reflective tools	Levin & Camp, 2002; Cunningham & Benedetto, 2002
	Others	Borg, 2006
Obstacles	Language learning experience
	Professional development experience
	Context factors: curriculum, textbooks, assessment, school principals, peers.
	Students responses/reactions
	Others

Table 3. Descriptive data for ANOVA test (n = 56).

		N = 56	Mean	SD	95% Confidence Interval for Mean
					Lower Bound	Upper Bound
A1	1	18	1.67	.686	1.33	2.01
	2	23	2.39	.722	2.08	2.70
	3	15	2.53	.915	2.03	3.04
A2	1	18	2.83	.924	2.37	3.29
	2	23	3.39	.656	3.11	3.68
	3	15	3.60	.828	3.14	4.06
A4	1	18	2.56	.856	2.13	2.98
	2	23	3.13	.694	2.83	3.43
	3	15	2.40	.828	1.94	2.86
A6	1	18	2.89	.832	2.47	3.30
	2	23	3.70	.703	3.39	4.00
	3	15	3.87	.640	3.51	4.22
B2	1	18	3.50	.857	3.07	3.93
	2	23	3.91	.793	3.57	4.26
	3	15	4.40	.737	3.99	4.81
B3	1	18	2.94	.873	2.51	3.38
	2	23	3.83	.778	3.49	4.16
	3	15	3.67	.900	3.17	4.16
B5	1	18	3.39	.979	2.90	3.88
	2	23	4.09	.668	3.80	4.38
	3	15	3.87	.640	3.51	4.22
E3	1	18	2.94	1.162	2.37	3.52
	2	23	3.96	.638	3.68	4.23
	3	15	3.87	.990	3.32	4.42
E4	1	18	2.00	1.188	1.41	2.59
	2	23	2.61	.891	2.22	2.99
	3	15	3.27	1.223	2.59	3.94
F5	1	18	4.06	.802	3.66	4.45
	2	23	4.39	.656	4.11	4.68
	3	15	4.73	.458	4.48	4.99

Table 4. Summary of participant responses about their knowledge of reflective practice (n = 56).

Teachers	No knowledge	Little knowledge	Familiar with	Good understanding
Novice N = 18	9 (50%)	4 (22%)	3 (17%)	2 (11%)
Middle career N = 23	0	2 (9%)	6 (26%)	15 (65%)
Experienced N = 15	0	0	4 (27%)	11 (73%)
Total N = 56	9	6	13	28

Table 5. Practical dimension of reflective practice (n = 56).

Item	Practical dimension of reflective practice	Mean	SD
A5	I discuss practical/ theoretical issues with my colleagues.	3.71	0.76
A3	I talk about my classroom experiences with my colleagues and seek their advice/feedback.	3.68	0.69
A6	I observe other teachers’ classroom to learn their efficient practices.	3.48	0.83
A2	I have a file where I keep my accounts of my teaching for reviewing purposes.	3.27	0.84
A4	After each lesson, I write about the accomplishments/failures or I talk about the lesson to a colleague.	2.75	0.84
A7	I ask my peers to observe my teaching and comment on my teaching performance.	2.54	0.63
A1	I write about my teaching experiences in a diary or a notebook.	2.20	0.84

Table 6. Summary of interview data (n = 56).

Code	Total N = 56
	Novice N = 18	Middle Career N = 23	Experienced N = 15
E-journaling (portfolios) (3.5%, 2 out of 56 mentioned)	1	1	0
Peer observation (46%, 26 out of 56 mentioned)	5	19	2
Reflective dialogue/post observation discussions	0	0	0
Peer sharing (63%, 35 out of 56 mentioned)	12	15	8
Action research (3.5%, 2 out of 56 mentioned)	1	1	0
Technological reflective tools (46%,26 out of 56 mentioned)	13	7	6
Student feedback (70%, 39 out of 56 mentioned)	23	12	4

Table 7. Participant responses (n = 56).

Obstacles to reflection	Total N = 56
	Novice N = 18	Middle Career N = 23	Experienced N = 15
Lack of professional development experience (52%, 29 out of 56 mentioned)	13	10	6
Others: Heavy workload (79%, 44 out of 56 mentioned)	18	19	7
Others: Lack of time and no incentives (1 mentioned)	1	0	0

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