Reflective Teaching and Teacher Teaching Effectiveness in Nigerian Primary Schools

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@article{1705044,
      author = {Ewa, Moses Apie},
      title = {Reflective Teaching and Teacher Teaching Effectiveness in Nigerian Primary Schools},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {7},
      number = {3},
      pages = {136-145},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1705044.pdf},
      abstract = {A survey was conducted to investigate the influence of reflective teaching on teacher teaching effectiveness in state primary schools in Nigeria. Three research hypotheses were formulated for the study. 60,000 teachers, including 30,000 males and 30,000 females, were purposely recruited from public primary schools across the six geopolitical zones ?10,000/zone - of the country to participate. The reflective teaching and teacher teaching effectiveness questionnaire (RTTTEQ) was used to generate data. Based on the reflective thinking theory, data was analysed via the simple linear regression. The statistical package for the social sciences (SPSS) was deployed to facilitate data analyses. Findings indicate that reflective diary, peer observation and video recording have significant influence on teacher teaching effectiveness in government primary schools in the country. It is recommended that teachers should keep notes on their classroom activities so as to reflect on their teaching; teachers should engage their colleagues to watch and feedback them about their teaching and video cameras should be deployed to record classroom lessons so that the footages can be studied in order to enhance teaching skills; reflective practice should be included in the teacher education curriculum.},
      keywords = {Reflective Teaching, Teacher, Teaching Effectiveness, Primary Schools, Nigeria},
      month = {September},
  }