The purpose of this study was to investigate and improve reflective teaching in the Ethiopian Secondary School Teacher Education Institutions (TEIs). This study used a mixed methods research approach that employed a concurrent triangulation design. For data collection, the study utilized a structured questionnaire, a semi-structured individual and group interviews. The data collection instruments were utilized to solicit pre-service teachers’, teacher educators’, and cooperating teachers’ (mentors’) views on reflections and how reflective teaching in the pre-service teacher secondary school teacher education framework is being implemented. The study particularly aimed to investigate how the pre-service teachers view reflective teaching, identify the hindrances for effective reflective teaching practice, and discover strategies that could be used to improve the practice. Prominent reflective scholars’ theories and outlooks on reflective practice were reviewed and used to guide the study. The responses of the stakeholders on the nature and implementation of reflective practices were analyzed quantitatively and qualitatively. For the quantitative data analyses, both the descriptive statistics and inferential statistics were employed. On the other hand, narration was used to analyze the qualitative data. Triangulation of the study was observed by presenting and interpreting the qualitative data with reference of the quantitative data. The research questions were answered as the researcher analyzed the responses that the pre-service teachers hold to the reflective teaching, as well as the method, situation and issues of the reflective teaching practice in the pre- service teacher education curriculum framework. The study uncovered that secondary schools’ pre-service teachers in the existing teacher education programme were practicing few reflective teaching tools. The findings indicated that the pre-service teachers hold fair insights of reflective teaching, yet they felt less capable of doing reflective teaching critically. The findings indicated that the pre-service teacher education programme faced a number of barriers to effective reflective teaching practice. The findings also raised concerns over writing journals, instructional technology, teaching portfolios, and action research projects for reflective teaching in the pre-service teacher education programme. The study has identified key strategies that may be useful for the Ministry of Education, teacher educators, cooperating teachers, and teacher education institutions who are responsive for reflective teachers in Ethiopia. / Maikemišetšo a thuto ye e be e le go nyakišiša le go hlabolla thuto ya taetšo go Dihlongwa tša Thuto ya Borutiši Dikolong tša Ethiopia (TEI). Thuto ye e šomišwa mokgwa wa diphatišišo wa mekgwahlakantšho yeo e šomišago tlhamo ya go šoma mmogo ka ditsela tša go hlama khutlotharo. Go kgoboketša ya datha, thuto ye e šomišitše letlakalapotšišo la sebopego sa go ikgetha, dipoledišano tša mošomo la motho le sehlopha seo se hlamegilego gannyane. Didirišwa tša kgoboketša ya datha di šomišitšwe go hwetša barutiši ba pele ga kabo ya tirelo, barutiši ba go ruta, le barutiši ba go šomišana (baeletši’) ditaetšo le mmono ka ga ka fao thuto ya taetšo e phethagatšwago ka go tlhako ya thuto ya barutiši ba thuto ya sekolo se se phagamego. Thuto gabotse e nepile go nyakišiša ka fao barutiši ba ditirelo tša go thoma ba bonago thuto ya taetšo, go hlaola ditšhitišo tša tiragatšo ya maswanedi ya go ruta ka mokgwa wa ditaetšo le go lemoga maanotšhomo ao a ka kgonago go tlhabolla tiragatšo. Diteori tša baithuti ba maemo ba go diriša ditaetšo le mmono mo go tiragatšo ya taetšo di lebeletšweleswa le go šomišwa go hlahla thuto ye. Dikarabo tša baamegi go mohuta le phethagatšo ya tiragalo ya taetšo di lekotšwe ka dipalopalo le boleng. Go dikahlaahlo tša datha ya dipalopalo, bobedi dipalopalo tša go hlalosa le tša tšhupetšo di šomišitšwe. Ka letsogong le lengwe, tlhaloso e šomišitšwe go ahlaahla datha ya boleng. Go dira gore thuto e tšwe dikhutlotharo e lebeletšwe ka go ruta le go tlhathollela ka datha ya boleng go lebeletšwe datha ya dipalopalo. Dipotšišo tša diphatišišo di arabilwe bjalo ka ge monyakišiši a lekotše dikarabo tša barutiši ba pele ga tirelo go tliša thuto ya taetšo go tee le mokgwa, maemo le ditaba ka ga tshepedišo ya thuto ya taetšo ka go tlhako ya kharikhulamo ya thuto ya barutiši bja pele ga tirelo. Thuto e utullotše go re barutiši ba sekolo se se phagamego sa pele ga tirelo ka go lenaneo le le lego gona la thuto ya barutiši ba be ba diriša didirišwa tše nnyane tša taetšo ya thuto. Dipoelo di laeditše gore barutiši ba pele ga kabo ya tirelo ba bile le pono ka ga thuto ya taetšo, eupša ba be ba sa kwe ba kgona go ruta ka mokgwa wa taetšo. Dipoelo di laeditše go re lenaneo la thuto ya barutiši bja pele ga kabo ya tirelo ba lebane le ditšhitišo tše mmalwa go tshepedišo ya maleba ya thuto ya taetšo. Dipoelo gape di tlišitše kamego ka ga go ngwala ditšenale, thekenolotši ya go ruta, diphotefolio tša go ruta le diprotšeke tša tiro ya diphatišišo go fihlelela thuto ya taetšo ka go lenaneo la thuto ya tirelo ya go ruta. Thuto e hlaotše maanotšhomo a motheo ao a ka bago le mohola go Kgoro ya Thuto, barutiši, barutiši bja bašomišane le dihlongwa tša thuto ya barutiši tšeo di ikemišeditšego go hlahla barutiši ba go ikarabela go taetšo mo Ethiopia. / Die doel van hierdie studie was om besinnende onderrig aan Ethiopiese opleidingsinstellings vir hoërskoolonderwysers te ondersoek en te verbeter. Verskeie metodes en ‘n triangulasieontwerp is in hierdie studie gevolg. Data is deur middel van ‘n gestruktureerde vraelys en halfgestruktureerde individuele en groeponderhoude ingesamel. Studenteonderwysers, onderwyseropvoeders en medewerker-onderwysers (mentors) se siening van hoe besinnende onderrig in die raamwerk van hoërskoolonderwysers se opleiding neerslag vind, is verkry. Daar is in die besonder op studenteonderwysers se opvattings oor besinnende onderrig gekonsentreer. Struikelblokke in die weg van doeltreffende besinnende onderrigpraktyk en strategieë om dit uit die weg te ruim, is aangetoon. Die teorieë en gesigspunte van vooraanstaande kenners van besinnende onderrigpraktyk is bestudeer, en het rigting aan hierdie studie verleen. Belanghebbers se reaksie op die aard en inwerkingstelling van besinnende praktyke is kwantitatief en kwalitatief ontleed. Sowel die beskrywende as die afgeleide statistiek is in die ontleding van die kwantitatiewe data gebruik. Die kwalitatiewe data, daarteenoor, is met behulp van vertellings ontleed. Die kwalitatiewe data is met verwysing na die kwantitatiewe data vertolk te einde reg te laat geskied aan die triangulasie van die studie. Die navorsingsvrae is beantwoord namate die navorser die reaksie van studenteonderwysers op besinnende onderwys ontleed het asook die metode en situasie daarvan, en die probleme daarmee in die kurrikulum van studenteonderwysers. Daar is bevind dat weinig studente wat as hoërskoolonderwysers opgelei word, die tegnieke van besinnende onderwys toepas. Volgens die bevindings weet studente wel van besinnende onderwys, maar voel dat hulle nie tot kritiese besinnende onderwys in staat is nie. Daar was ʼn hele paar struikelblokke in die onderwysersopleidingprogram vir besinnende onderwyspraktyk. Die bevindings is kommerwekkend wat betref die skryf van joernale, onderrigtegnologie, onderwysportefeuljes en aksienavorsingsprojekte vir doeltreffende onderwys in die onderwysersopleidingsprogram. Verskeie strategieë is aangetoon wat van nut kan wees vir die ministerie van Onderwys, die opleiers van onderwysers, medewerker-onderwysers en instellings wat onderwysers oplei om sensitiewe, besinnende onderwysers in Ethiopië te word. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)

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