Evaluating Teachers of Adult Learners in Reflective Practice

Abstract

This study was concerned with Reflective Practice in the professional practice of university teachers. One hundred Teachers from the University of Ghana, and the Wisconsin International University College were evaluated for the extent to which they understood and engaged in reflective practice teaching adult learners in the university. Study instruments comprised seventeen items representing the diversity of available definitions of ways in which reflection is used in the literature on the professional development of university teachers. Opinions of teachers were sourced from their understanding of reflective practice and its relevance to their practice. A five-point Likert scale was used. Results showed that majority of teachers associated relevance of reflective practice to evaluating the effectiveness of one's teaching practice, examining teaching from the perspective of the learner, conscious and self-awareness deliberation on professional practice, making changes to one's professional practice in the light of experience and deepening their understanding in their role as professional teachers. Above all, they embraced teaching and learning support that is informed by an understanding of how learners develop knowledge and learning skills, allowing themselves to be challenged by some of their deeper, social, and cultural thoughts, feelings and reactions.