n South African Journal of Higher Education - Using student-teachers' reflections in the improvement of a teaching practice programme at the University of Limpopo : part 1

Volume 29, Issue 3
  • ISSN : 1011-3487



Reflections in teacher education and teaching practice in particular are considered to be a crucial aspect of the development of teachers and student-teachers. As a result, many teacher training programmes require student-teachers to undertake self-reflections. However, there is a complaint that teacher training programmes do not use reflections as they are supposed to be used. It is within this context that the study on which this article reports was undertaken looking at the manner in which the School of Education at the University of Limpopo (UL), Sovenga, South Africa, uses reflections to improve its teaching practice programme. Data was generated from a questionnaire, focus group interviews and documents. The study found that the student-teachers do reflect on their teaching practice even though their reflections are not always incorporated in improving the programme. The authors argue that reflection should be considered as an enabling condition to improve teaching practice along the lines of engaged, democratic action.

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