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<p>This study investigates the disparity between Ethiopian primary school teachers’ actual reflective professional learning practices and theoretical perspectives. The constructivist worldview used in the study inspired qualitative research techniques. Focus group discussions and in-depth interviews were the methods employed to collect the data. According to the theme analysis, there is a discrepancy between primary school teachers’ actual reflective practices and theoretical perspectives. It has been determined that the primary factor deterring teachers from continuing planned reflective practice to advance their knowledge and skills is their extremely low compensation. Teachers no longer appear to be passionate or enthusiastic about professional learning activities, and they just engage in pseudo reflection for compliance’s sake. As a result, there is an apparent divide between theory and practice in such pseudo-reflective professional learning practices leading to ineffective professional development.</p>

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Primary School Teachers’ Reflective Professional Learning Practice: Bridging the Theory–Practice Divide

  • 期刊论文

  • 发表日期：

    2025年8月22日

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  • Esayas Teshome Taddese,
  • A. Shorouk,
  • Bereket Merkine Gebresilase,
  • Mitiku Tasisa Dinsa

摘要

This study investigates the disparity between Ethiopian primary school teachers’ actual reflective professional learning practices and theoretical perspectives. The constructivist worldview used in the study inspired qualitative research techniques. Focus group discussions and in-depth interviews were the methods employed to collect the data. According to the theme analysis, there is a discrepancy between primary school teachers’ actual reflective practices and theoretical perspectives. It has been determined that the primary factor deterring teachers from continuing planned reflective practice to advance their knowledge and skills is their extremely low compensation. Teachers no longer appear to be passionate or enthusiastic about professional learning activities, and they just engage in pseudo reflection for compliance’s sake. As a result, there is an apparent divide between theory and practice in such pseudo-reflective professional learning practices leading to ineffective professional development.