status of reflective Teaching practices among Basic School Teachers in Science classroom engagements in Ada East District

Abstract

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.