Department of Physics Educationhttp://41.74.91.244:8080/handle/123456789/7152026-04-05T20:10:10Z2026-04-05T20:10:10Zstatus of reflective Teaching practices among Basic School Teachers in Science classroom engagements in Ada East DistrictAmevor, A.K.http://41.74.91.244:8080/handle/123456789/46782026-02-23T11:00:14Z2023-01-01T00:00:00Zstatus of reflective Teaching practices among Basic School Teachers in Science classroom engagements in Ada East District
Amevor, A.K.
Reflective practices are important aspect of professional teaching. This study, sought
to determine; types of reflective practices, levels of reflectivity, factors influencing
reflections, and challenges teachers face, implementing reflective practices.
Quantitative and qualitative designs were used for the study. Basic schools in Ada
East District were selected to determine the status of reflective practices in the district.
This will enable documentation for future reference as there appears to be no
published documentation on the status and quality of reflective practices among basic
school science teachers. Mixed-methods approach, was employed using both surveys
and interviews to gather data. In all, 165 basic school science teachers out of 420 were
randomly sampled. Instruments used were questionnaires, interviews and class
observations. Data were collected in two phases. Phase one was quantitative phase,
with closed-ended questionnaires administered, and followed by qualitative phase
with semi-structured interview guide administered to 20 teachers. An intervention was
done using the new model. Results of the study indicated that most of the teachers,
before the intervention, did not understand the concept and the use of reflective
practice.
Post-intervention
workshop, showed improvements in teachers’
understanding and practices. Challenges identified were lack of in-service training on
reflectivity and teacher supervision. The study concludes that basic school teachers’
knowledge in reflective practice was low. Implications of the findings are that in
service training on reflective practices and supervision have the potential of
improving teachers’ science classroom engagements. Hence, education authorities and
stakeholders are encouraged to include reflective practices in their in-service training
programmes.
A thesis in the Department of Science Education, Faculty
of Science Education, submitted to the School of
Graduate Studies in partial fulfilment of the
requirements for the award of the degree of
Doctor of Philosophy
(Science Education)
in the University of Education, Winneba
2023-01-01T00:00:00Z