Australian Journal of Teacher Education
Abstract
The study examined the reform outcome of reflective teaching introduced by the Faculty of Education among the student teachers in a Nigerian University during the 2002\2003 teaching practice exercise. Three hundred and four students who were in the final and penultimate years of graduation comprised the sample for the study. Six research questions were raised to direct the thrust of the study. Four sets of instruments were used. They were all open ended, targeted at eliciting information on student teachers’ activities and support by teachers of partnership schools during the teaching practice, perception of student teachers’ performance by Faculty and mentor teachers, as well as the challenges encountered by trainees during the exercise. The findings from this study indicated that student teachers were elated and had opportunity for professional growth as they practiced reflective teaching. However, they stated that teachers of partnership schools could not provide specific professional support to them during the practice period. Faculty’s perception of trainees’ activities during the practice period was that student teachers had more problems with the application of pedagogy than knowledge of subject matter while mentor teachers rated students’ general performance as very high. Student teachers enumerated the constraints they had to perform effectively during the teaching practicum, as intense pressure for time, inability of school authorities to provide required basic materials and non performance of the role of mentoring by staff of partnership schools.
Recommended Citation
Ogonor, B. O., & Badmus, M. M. (2006). Reflective Teaching Practice among Student Teachers: The Case in a Tertiary Institution in Nigeria. Australian Journal of Teacher Education, 31(2). https://doi.org/10.14221/ajte.2006v31n2.2