Assessing the Impact of Reflective Practice on Teachers’ Professional Practices: A Case Study in Selected Ghanaian school

Abstract

Reflective practice is considered as an impactful strategy for enhancing teacher’s professional practices. To improve and maintain the professional practice for an active learning to take place in diverse classroom environment means that teachers at all level of educational system must critically and continuously reflect on the teaching competencies. This study was conducted at the Senior High School level to determine the impact of science teachers’ reflection on the professional practice standards and competencies as well as the level of reflective thinking of them. The result of the study revealed that there was rather an average and no high positive impact of the reflection on the professional practices. Few teaching competencies were frequently reflected on, and some not reflected at all. The results also demonstrated that all participants reflective thinkings were rather at the low levels than the expected highest level called critical reflection for them to become self-creators for improving their professional practices for active learning