Analysis of teacher trainees’ understanding and use of reflective practice in the teaching of physical education

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.