A study on Grade 12 teachers' understanding and application of reflective teaching and learners' performance in the Zambezi region
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Date
2021
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Publisher
University of Namibia
Abstract
Grade 12 learners’ academic performance remains a concern in the Zambezi Region since 2010. The Region has lagged to the bottom of the national rankings in the Namibia Senior Secondary Certificate Ordinary (NSSCO) level results consecutively in four academic years: 2013, 2014, 2015 & 2016 (Ministry of Education, Arts and Culture, 2010 - 2016). The (NSSCO) level results of 2017, 2018, 2019 and 2020 were not different from this observed trend. This study identified the lack of reflective teaching as one of the factors that contributes to poor performance of leaners, among others. Reflective teaching should be viewed as a teachers’ tool for professional growth and development, rather than a stumbling block in the day to day teaching / learning activities. Though there are other variables that are known to influence learners’ academic performance, this study focused on the teachers’ understanding and application of reflective teaching and its influence on learners’ academic performance. Literature indicates the need for teachers to engage in reflective teaching in order to enhance learning and the academic performance of learners.
The study followed a mixed methods case study design. In this study, the target population were all senior secondary school (Grade11-12) teachers in the Zambezi educational region. A purposively selected sample of five senior secondary schools out of ten was considered for this study. Stratified purposive sampling was applied in selecting the fifteen teachers to participate in this study. The school principals automatically constituted the sample of the study which implied that the inclusive sample of this study was twenty participants (teachers and principals included).
In this study, the theoretical premises and the methodological solutions are influenced by three theories that align closely with reflective teaching, learners’ performance and
view learning and teaching as a constructed phenomenon; namely the social constructivism theory, cognitive constructivism theory and the metacognition theory.
Instruments that were used to identify teachers’ reflective teaching skills were: Reflective Teaching Closed and Open - ended Questionnaire (RTCOEQ) Appendix A for teachers, Reflective Teaching Lesson Observation Checklist (RTLOC) Appendix B for teachers and the Reflective Teaching Interview Schedule (RTIS) Appendix C for teachers and principals. In this study, common trends in the data collected were analysed by adapting the steps developed by Creswell and Clark (2018) for data analysis. The findings of this study revealed that teachers were not well trained to effectively execute reflective teaching in their classes. Teacher who endeavoured to apply reflective teaching complained that lack of time and equipment prevented them from effectively applying reflective teaching. Some school principals’ definition of reflective teaching confirmed the need to equip teachers with skills and knowledge in reflective teaching. This led to the conclusion that the current observed poor performance of grade 12 learners in the NSSCO examinations in the Zambezi region is directly or indirectly related to the absence of effective reflective teaching in that region. It was therefore recommended that opportunities be availed where teachers can upgrade their skills and knowledge on reflective teaching. In response to the identified needs of teachers’ in reflective teaching, this study produced a tool (a teacher’s guide in reflective teaching) to help guide teachers in executing reflective teaching. Further research is recommended into what evidence and criteria shape judgements about reflective teaching and how the school based staff may effectively incorporate reflective teaching in their daily learning and teaching activities.
Description
A dissertation submitted in fulfillment of the requirements for the Degree of Doctor of Philosophy of Education (Curriculum Instruction and Assessment Studies)
Keywords
Reflective teaching, Efficacy, Social constructivism theory, Scaffolding