EFL Trainee Teachers Perceptions of School-Based Teaching Practice and their Reflections on their Teaching Practice: Hawassa College of Teacher Education in Focus

This study intends to explore EFL trainee teachers’ perceptions of school-based teaching practice and their reflections on the school-based teaching practice. To achieve this objective, the study employed mixed method research design. To this end, questionnaire and interview were employed to collect data. All sixty third year regular EFL trainee teachers at Hawassa College of Teacher Education were included in this study. The questionnaire was administered to all sixty EFL trainee teachers. In addition, four EFL trainee teachers were included for the interview data. Then, the quantitative data were analysed using mean and standard deviation and Pearson product-moment correlation. To check the predictive power of perceptions on EFL trainee teachers’ reflective practice simple linear regression was employed. Interview data were utilized qualitatively. The finding revealed that EFL trainee teachers had positive perceptions and reflected positively towards school-based teaching practice. In addition, there was a high statistical moderate positive correlation between EFL trainee teachers’ perceptions of school-based teaching practice and their reflections on it (r=.626). Furthermore, the finding revealed that perceptions towards school-based teaching practice significantly predicted EFL trainee teachers’ reflection on school-based teaching practice. The findings from interview also supported the quantitative data result.