Page 65 - EDUCON 2022 Book of Abstracts

2. Anyolo, E. Vatileni, F., Nantanga, S. Shivute, J., Challenges
experienced by Upper Primary Student Teachers in post-lesson
reflections during school-based studies: a case of Hifikepunye
Pohamba Campus
Background: Reflection is a systematic and disciplined way of
thinking about an experience or action. It comprises of a spontaneous
interpretation of an experience, naming the problem arising from the
experience, generating possible explanations to the problems posed
and testing the explanation to sort out or live with the problem
Reflection is essential for teachers since it makes teachers aware of
what they are doing and how well they teach.
Purpose: This paper explores the challenges of Upper Primary Social
Studies and Mathematics student teachers when reflecting on their
lessons and teaching strategies.
Method: This is a qualitative study following a case study design. A
sample of 10 student teachers from Social Studies and Mathematics
Education will be purposively selected. Document analysis and focus
group discussion were used to collect data.
Results: The findings of this study might be useful to students and
improve the quality of student teacher’s post-lesson reflections.
Conclusion: This cognitive process is carried out to enable students to
learn from experiences, but also to allow the creation of knowledge
about one’s own cognition and regulation of that cognition. Reflection
serves the purpose of improving one’s practice and learning
behaviour.
Keywords: Post-lesson reflection, School Based Studies, Upper
Primary, student teachers

53