Reflective Practices to Student Teachers on Internship Programme in Ghana: Effectiveness and Challenges
- March 17, 2021
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue II, February 2021 | ISSN 2454–6186
Nana Asimah Adam-Yawson, Victoria Aba Mensah & Asihene Kwaku Oppong-Masu
Department of Education, Komenda College of Education – Ghana
Abstract: The research was undertaking at Komenda College of Education to consider the effectiveness of reflective practices used as a means of recapping student teachers (STs) classroom teaching and learning. Reflective Practices are ways of equipping STs with core competencies, confidence experiences as professional teachers to mitigate complexities and challenges of becoming a teacher: the population for the study were all the three hundred and eighty (380) final year STs who completed their internship during 2018/2019 academic year. The researchers used both quota and random sample techniques to sample one hundred and sixty (160) final year student teachers as prerequisite for becoming professional teachers. STs were selected from our partnership schools. The researchers used quantitative method for the study. The instruments used to collect data for the study was questionnaire. The researchers used the questionnaire to collect the initial data. This means were used to check the consistencies of the responses that the STs gave. The questionnaire was offer comprehensive data for explanation to the issue at stake. The findings were that reflective practices help equip the STs with important skills and competencies that will strengthen the STs Competencies and to enhance their confidence.
Key Words: Student Teachers, Mentors, Lead-mentors, Partnership Schools, Internship. On-campus Teaching Practice.
I. INTRODUCTION
The role that teachers play in the development of education in every nation cannot be easily quantified. Teachers are major agent of change of which the school is the most prominent and structured avenue teachers’ use for their practices. It is an indispensable fact that if the society is to be changed and transformed then the youths which are in the school need to be changed. Comenius as cited in Ampadu and Ofosu (2007) commented that education should begin in the early years of a child’s life to fulfil nature’s obligation before their minds get corrupted. Teachers are very versatile in fitting into any profession apart from their normal teaching profession with ease. The effectiveness of teaching, learning and professional developments have become very imperative for students to function appropriately to reach their potential and achievement of their goals. Teachers learning have been and will persist to be continuous processes that promote teachers’ teaching skills, mastering new of knowledge, developing new proficiencies, which in turn, help improve students’ learning. This professionalism would be possible with effective reflective practices
