Secondary School Education Preservice Teachers’ Experiences with Context-Based Structured Reflective Practice: A Case Study at St. Paul’s University, Kenya

Abstract

Teacher quality has long been a challenge and a subject of research interest in Kenya. The teacher education models used to train teachers in Kenya have been criticized for failing to produce the calibre of teachers needed in basic education classrooms. The shift from Kenya’s 8-4-4 system to Competency-Based Education (CBE) has exacerbated the situation. CBE requires teacher education that prepares preservice teachers with new approaches that encourage creativity and the relevant skills for effective teaching. Reflective practice, known for promoting lifelong learning and professional growth, is inconsistently applied across institutions. This study looked at secondary school preservice teachers’ experiences with a Context-based Structured Reflective Practice (CBSRP) model. Twenty-three third-year undergraduates at St. Paul’s University filled in reflective diaries for ten weeks and took part in four biweekly focus group discussions. Thematic and narrative analysis, done within an interpretivist framework, showed that CBSRP encouraged professional growth through critical evaluation of teaching strategies, better lesson planning, intentionality, flexibility, responsiveness to learners, critical thinking, communication, subject mastery, teamwork, peer support, and mentorship. The findings emphasize the need for adoption of a well-structured context-based reflective practice model in teacher education, capacity building in reflective practice for secondary school preservice teachers, and Inclusion of a structured and well-planned school mentorship programme for secondary school preservice teachers during TP.