Abstract:
The purpose of this study was to analyse the understanding and use of reflective
practice among teacher trainees of colleges of education in Bono, Bono East and
Ahafo regions of Ghana. The study is a mixed-method research based on a concurrent
survey design. The population of the study comprises one thousand four hundred
teacher trainees and fifteen tutors (mentors). Purposive and disproportionate stratified
sampling techniques were used in selecting five (5) mentors and three hundred and
two (302) teacher trainees respectively for data collection. The study used
Questionnaire and semi-structured interview guide. Data were thematically analysed
in relation to the research questions. The study found out that reflective practice is a
common phenomenon in the colleges of education studied and the majority of the
teacher trainees know the value and use of reflective practice in the teaching and
learning process. Moreover, the study revealed that reflective practice is a tool for
successful lesson delivery and its frequent use would yield to a constructive
assessment and evaluation. The findings confirmed the Pre-teaching, In-teaching,
Post-teaching (PIP) model which says that adequate preparation and reflectivity must
occur throughout the teaching and learning cycle so as to enhance teacher trainees
understanding and use of reflective practice. The study recommends that mentors
should intensify their supervision to reinforce reflective practice become part and
parcel of teacher trainee’s programme of activities for effective teaching as to be able
to explain the concept and show how and when they apply it in stages of lesson
development.
Description:
A thesis in the Department of Health Physical Education, Recreation and Sports
Faculty of Science Education, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Health Physical Education, Recreation and Sports)
in the University of Education, Winneba
