Journal of Research in Didactical Sciences

Research Article

Pre-service science teachers’ reflective practice through problem-based learning approach at colleges of education in Ghana

Ebenezer Appah Bonney 1 * , Eric Manfred Dah 2, 3. Christine Dodoo 3, Donusem Yao Asamoah 4
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1 Peki College of Education, Peki, Ghana
2 Peki College of Education, Ghana
3 Jasikan College of Education, Ghana
4 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development
* Corresponding Author

Abstract

The purpose of this study was to facilitate science teacher trainees’ reflective practices in science through the use of problem-based learning approach. Stratified Random Sampling technique was used to select 20 prospective science teachers from two colleges of education in the Volta Region of Ghana to respond to the research instruments. Interviews and document/content analysis were employed to gather data from the respondents. Data generated from the study were analyzed qualitatively. It was found that reflective practices of science teacher trainees were improved through writing of reflective journals, self, peer and mentor evaluations of PBL lessons with accompanying feedbacks. However, some mentors lack expertise in coaching pre-service science teachers to be reflective practitioners due to inadequate training. It is recommended that constant in-service training on how to effectively coach teacher trainees to be reflective, must be organized for mentors to sharpen their skills.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Bibliographic Info

Journal of Research in Didactical Sciences, 2024, Volume 3, Issue 1, Article No: 2

https://doi.org/10.51853/jorids/15181

Publication date: 30 Dec 2024

Online publication date: 21 Sep 2024

Article Views: 380

Article Downloads: 278

Open Access

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e-ISSN: 2997-5905