Classroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghana

Salifu, I, Worlyano, E and Kuyini, A 2017, 'Classroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghana', Reflective Practice, vol. 18, no. 6, pp. 725-736.


Document type: Journal Article
Collection: Journal Articles

Title Classroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghana
Author(s) Salifu, I
Worlyano, E
Kuyini, A
Year 2017
Journal name Reflective Practice
Volume number 18
Issue number 6
Start page 725
End page 736
Total pages 12
Publisher Routledge
Abstract The purpose of this research was to investigate the effectiveness of the use of reflective teaching approach by university lecturers in Ghana to achieve improved student learning outcomes. The research utilised a quantitative survey design involving 180 lecturers who were accidentally or haphazardly selected from four universities in Ghana to complete a reflective teaching survey (RTS) questionnaire. The results showed that participants frequently engaged in varied reflective teaching activities, and were successful in evaluating the effectiveness of their pedagogies. The research concluded that the approach should be an essential component of the teacher performance appraisal system.
Subject Higher Education
Curriculum and Pedagogy not elsewhere classified
Curriculum and Pedagogy Theory and Development
Keyword(s) classroom engagement
Ghanaian universities
lecturers
professional development
reflective teaching approach
DOI - identifier 10.1080/14623943.2017.1304373
Copyright notice © 2017 Informa UK Limited, trading as Taylor & Francis Group.
ISSN 1462-3943
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