International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue X, October 2022|ISSN 2454-6186

Developing Rukwangali Language Student Teachers of Reflective Practice Through Lesson Reflection

 Natalia S. Intja¹*, Irmgard Moyo ², Erwina M. Karupu^3
1& ²Department of Intermediate and Vocational Education, Namibia
³Department of Early Childhood Education and Care, Namibia
¹,², ³University of Namibia, Rundu Campus, Namibia
*Corresponding Author

Abstract: Lesson reflection is crucial for instructors’ ongoing professional development, according to a wealth of literature in teacher education. In actuality, lesson reflection is a requirement that every teacher must carry out at the conclusion of every session provided. An effective teacher is required to reflect on each lesson effectively and critically after it has been taught. This a qualitative study which plugs its thrusts into John Dewey’s and Schön concept of reflective practice. The purpose of this study was to ascertain the value of lesson reflection to Rukwangali student teachers and to understand the reasoning behind their distaste for it. 50 Rukwangali student teachers were purposefully chosen, and they were divided into 5 groups of 10 students each. Focused group discussions were used to collect data, which was then analysed thematically to identify emerging themes. The results show that student teachers are well aware of class reflection, its value, and the proper timing for doing it. Their only issue is that they lack knowledge and prefer to do tasks when there is pressure to submit them for grading.

Keywords: Rukwangali Student Teachers, Lesson Reflection, Continuous Professional Development; Reflection, Reflective Practice

I. INTRODUCTION

In teacher education, an abundant of literature (Richieri, 2017; Yalcin Arslan, 2019; da Ponte, 2017; Coşkun, 2017) have established the importance of lesson reflection to aid continuous professional development of teachers. Substantively, lesson reflection is a need that awaits every teacher to execute at the end of every lesson delivered. Lesson reflection is known to have close ties with lesson planning and lesson delivery, wherein it would be deemed unusual for one to talk about lesson reflection in seclusion. As studied by Kelly (2020) where she underscores that an effective teacher should be a reflective teacher who naturally reflect frequently to make alterations to instructions as reflection is a process and it keeps revolving. An effective teacher is required to reflect on each lesson effectively and critically after it has been taught. Lesson planning is a creative process that allows teachers to synthesize comprehension of first language acquisition and the language teaching pedagogy with teachers’ knowledge of their learners, curriculum and the teaching context. This is the time where teachers envision the learning they want to occur and analyze how all the pieces of the learning experience should fit together to make that vision a classroom reality. Likewise, writing a lesson plan illuminates a number of important effects. First it gives teachers the opportunity to think deliberately about the

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