Page 14 - UNAM Virtual Graduation e-Book (April2021)

FACULTY OF EDUCATION

DOCTOR OF PHILOSOPHY IN EDUCATION
(CURRICULUM, INSTRUCTION AND ASSESSMENT STUDIES)

CANDIDATE: SIMASIKU Limbo E

CURRICULUM VITAE

Limbo Enock Simasiku was born in the Zambezi region. He matriculated from
Caprivi Senior Secondary School in the Zambezi region. His qualifications
include a certificate in the Namibian Environmental Education (Namibia
University of Science and Technology, NUST), a Bachelor’s Degree in Education
(University of Namibia) and a Master’s Degree in Education (Curriculum Instruction and Assessment Studies,
CIAS) from the University of Namibia. His professional Career includes working as a teacher, Head of Department
(Natural Science) in the Ministry of Education, Tutor at the North West University (Windhoek branch), a Senior
Curriculum Officer at the Namibia Training Authority (NTA) and currently working as a Lecturer at the University
of Namibia; Khomasdal Campus (Department of Curriculum Instruction and Assessment Studies, CIAS) where he
is the coordinator of the CIAS department and lectures the following modules: Curriculum Studies, Assessment
and Evaluation of learning. His research interest focus is based on reflective teaching, professional growth and
development.

CANDIDATE’S DISSERTATION

GRADE 12 TEACHERS’ UNDERSTANDING AND APPLICATION OF REFLECTIVE TEACHING AND LEARNERS’ PERFORMANCE
IN THE ZAMBEZI REGION

The doctoral study was undertaken and completed under the supervision of Dr. D. Wolfaardt (University of
Namibia) as the Main-Supervisor and Dr. J. Nyambe (University of Namibia) as Co-Supervisor.

This study identified the lack of reflective teaching as one of the factors that contributes to poor performance
of leaners in the Zambezi region, amongst others. Reflective teaching should be viewed as a teachers’ tool
for professional growth and development, rather than a stumbling block in the day-to-day teaching/learning
activities. Though there are other variables that are known to influence learners’ academic performance, this
study focused on the teachers’ understanding and application of reflective teaching and its influence on
learners’ academic performance. Literature indicates the need for teachers to engage in reflective teaching in
order to enhance learning and the academic performance of learners.

The study followed a mixed methods case study design. In this study, the target population were all senior
secondary school (Grade11-12) teachers in the Zambezi educational region. A purposively selected sample of
five senior secondary schools out of ten was considered for this study. Three types of instruments were used to
identify teachers’ reflective teaching understanding and application.

The findings of this study revealed that teachers are not well trained to effectively execute reflective teaching in
their classes. It was therefore recommended that opportunities be availed where teachers can upgrade their skills
and knowledge in reflective teaching. In response to the identified needs of teachers’ in reflective teaching, this
study produced a tool (a teacher’s guide in reflective teaching) to help guide teachers in executing reflective
teaching. Further research is recommended into what evidence and criteria shape judgements about reflective
teaching and how the school based staff may effectively incorporate reflective teaching in their daily learning
and teaching activities.

14