Reflective Practice: A Strategy for Improving Teaching Practice in Nigerian Colleges of Education

Abstract

This study describes the place of reflective practice in quality assurance of teacher education professional development programme in Nigerian Colleges of Education. In relation to teaching practice, identified performance deficiencies were: poor student teachers’ motivation to teach, low self efficacy, lack of acceptable preconception of teaching and learning and deficiency in transition of theory into practice in actual school setting. Among factors implicated for the deficiencies is the cooperating teachers’ role expectation deficiencies, particularly weak relationship between student teachers and their cooperating teachers. Reflective practice potential was elucidated and recommended as improvement strategy for enhanced teacher professional development in Nigerian Colleges of Education.