TEACHERS' KNOWLEDGE OF REFLECTIVE PRACTICES IN CHILDHOOD EDUCATION IN KWARA STATE

Abstract

The study examined the teachers' knowledge of the role of reflective practices and strategies in childhood education in Kwara State. Descriptive survey research was adopted in this study. The population for the study comprised all pre-primary and primary schools' teachers in Ilorin South and Ilorin East Local Government Areas of Kwara State. Simple random sampling technique was used to select 300 teachers from the two randomly selected LGAs. A researchers' self-constructed instrument tagged 'Teachers' Knowledge of the Roles and Strategies of Reflective Practices Questionnaire (TKRSRPQ) with reliability coefficient of 0.78 was used to obtain data from the respondents. Two research questions were raised and answered while four hypotheses were tested at 0.05 level of significance. Data gathered were analyzed with descriptive statistics of frequency count, percentage and ANOVA statistical analysis. The findings revealed that teachers' knowledge of the roles and strategies of reflective practice in childhood education was low. Based on the findings of this study, recommendations were made that government should constantly organize training programmes for the in-service teachers and courses on reflective practices be included in the curriculum for the training of teachers of early childhood and primary education