Abstract:
This study investigated the reflective teaching techniques practiced by basic school
teachers in Akuse. The specific objectives of the study were to examine the reflective
teaching techniques used by basic school teachers in Akuse, the extent to which these
techniques were practiced and also find out the most popular and convenient
reflective teaching techniques practiced by some selected basic school teachers in
Akuse. A 17-item questionnaire was developed to seek information to satisfy the
objectives. Sixty-eight (68) teachers made of forty-nine (49) professional teachers and
nineteen (19) non-professional teachers with teaching experiences ranging from less
than a year to more-than-eight years of teaching experience. The data gathered was
analysed using the Statistical Package for Social Science (SPSS). The results of the
study showed that the reflective teaching techniques practiced by basic school
teachers in Akuse included oral reflection, peer observation, recording in log books
and the use of questionnaires. Oral reflection was found to be the most popular and
convenient reflective teaching technique. It was also found from the study results that
professional teachers and teachers with at least five years of teaching experience do
reflect on their teaching using various techniques to a large extent compared to non professional teachers and teachers with less than five years of teaching experience. It
was recommended from the study that peer observation must be encouraged in
schools. Workshops on reflective teaching should be organised often to educate and
remind teachers of its effectiveness in teaching.
Description:
A Dissertation in the Department of SCIENCE EDUCATION, Faculty of
SCIENCE EDUCATION, submitted to the School of Graduate Studies,
University of Education, Winneba in partial fulfilment of the requirements for
the award of the MASTERS OF SCIENCE EDUCATION DEGREE
DECEMBER, 2016