Developing Rukwangali Language Student Teachers of Reflective Practice Through Lesson Reflection

Natalia S. Intja, Irmgard Moyo and Erwina M. Karupu
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Natalia S. Intja: Department of Intermediate and Vocational Education, University of Namibia, Rundu Campus, Namibia
Irmgard Moyo: Department of Intermediate and Vocational Education, University of Namibia, Rundu Campus, Namibia
Erwina M. Karupu: Department of Early Childhood Education and Care, University of Namibia, Rundu Campus, Namibia

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 10, 825-828

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

Date: 2022
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