Examining pre-service teachers’ journal reflection experiences during Supported Teaching in Schools (STS) in Ghana: Benefits and challenges

Emmanuel Adjei-Boateng

doi:10.51867/ajernet.6.3.57

Autores

Emmanuel Adjei-Boateng University of Ghana https://orcid.org/0000-0003-1786-8116

DOI:

https://doi.org/10.51867/ajernet.6.3.57

Palavras-chave:

Benefits and Challenges, Journal Reflection Experience, Pre-service Teachers, Supported Teaching in Schools

Resumo

This study investigated the experiences of pre-service teachers with reflective journaling while they were part of a Ghanaian university's Supported Teaching in Schools (STS) program. The objective was to evaluate the perceived advantages and challenges of reflective journaling and its impact on the professional development of pre-service teachers. The theories that guided this research are Schön's (1983) theory of reflective practice and Kolb's (1984) Experiential Learning Cycle. Using cross-sectional descriptive survey design and multi-stage sampling, the researcher utilized self-administered questionnaires to gather quantitative data from 180 pre-service teachers out of a population of 312 pre-service teachers. Data was analysed using the Mean, Standard Deviation, Regression Analysis and Correlation Coefficients. The results show that reflective journaling enhances critical thinking abilities among pre-service teachers, promotes their capacity for self-reflection, and improves their overall professional development. The study highlights the value of reflective journaling for the professional development of pre-service teachers in Ghana. However, it also identified obstacles such as a lack of direction and time constraint, which can diminish its effectiveness. It is crucial to offer structured guidance, time for reflective activity, regular mentor feedback, and the efficient use of digital tools to support meaningful engagement in reflection, addressing these issues and optimizing the benefits of reflective practice in pre-service teacher education.

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