Challenges experienced by Upper Primary Student Teachers in post-lesson reflections during School Based Studies

Abstract

This study sought to uncover how student teachers reflect on their lessons and to suggest strategies for improving post-lesson reflections. Post lesson reflection allows students to identify their strengthens and weaknesses which can improve teaching and learning processes.  A qualitative approach with a single case of Hifikepunye Pohamba Campus was used. A sample of 10 student teachers from Social Studies and Mathematics Education was purposively selected. Document analysis and focus group discussions were used to collect data. Twenty post-lesson reflections were analysed to establish the extent to which students reflect on their own teaching. Data from document review and interview were thematically analysed. Findings revealed the following: students’ post lesson reflection are mostly focusing on the description and action plans; students understand post-lesson reflection as a way of evaluating oneself to improve teaching; students are faced with numerous challenges such as forgetting what happened in the lesson, not taught how to reflect, overloaded schedule, and mentor teachers and lecturers are not fully supportive. The study suggested the integration of reflection into lesson planning components of other modules and the presence of mentor teachers during the lesson presentations. The study recommends student teachers’ exposure to models of reflection and reduction of student teachers’ work in line with the University guidelines.