







































 
 
 
 

 
EDUCATIO : Journal Of Education 
Volume 9 , Number 1, May 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 z 

  

 Impact of Reflective Practice on Teachers’ Professional Practices in Ghanaian 

High Schools     

 

Bawa Mbage  

Department of Chemistry Education, University of Education, Winneba, P O Box 25, Winneba, 

Ghana 

Corresponding Author : bmbage@uew.gh 

 

Accepted: 
Jan 28th 2025 

Reviewed: 
March 18th 2025 

Published: 
May 30th 2025 

 

Abstract : This study investigates the impact of reflective practice on the professional practices and 
reflective thinking levels of science teachers in Senior High Schools and Senior High Technical 
Schools in Ghana. The research aims to assess how reflective practice influences teachers' engagement 
with professional standards, such as planning and preparation, instruction, classroom environment, 
and professional responsibility. A mixed-methods approach was used, combining quantitative data 
from a structured questionnaire and qualitative analysis of teachers' written reflections. A total of 51 
science teachers from three schools participated, representing urban, peri-urban, and rural settings. 
The results showed that reflective practice had an average impact on planning and preparation, 
instruction, and classroom environment, but a low impact on professional responsibility. Most 
teachers engaged in reflective practices at the "Habitual Action" and "Understanding Reflection" 
levels, with none reaching the "Critical Reflection" stage. The study highlights the need for further 
support in developing deeper reflective practices, particularly critical reflection, to improve teaching 
effectiveness and foster professional growth. The findings suggest that schools should integrate 
structured reflection opportunities into teacher evaluations and offer professional development 
focused on fostering transformative reflective practices for sustained improvement in teaching and 
learning outcomes. 
 

Keywords: Levels, Professional Practice; Standards; Reflection; Science Teachers 

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 
License. 

 

Introduction 

The foundation for effectively implementing quality curriculum in the classroom heavily 

depends on the application of appropriate professional practices by teachers. In Ghana, the traditional 

model of teacher preparation emphasized learning content knowledge and applying it during the pre-

service teaching practicum. However, contemporary teacher education systems have shifted to 

incorporate reflective practice, an essential element for teacher development worldwide. Reflective 

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practice encourages both pre-service and in-service teachers to critically analyze their teaching 

methods, experiences, and outcomes to improve their future teaching practices and professional 

growth1 . This shift aligns with global educational trends where reflection is seen as an essential tool 

for enhancing teaching practices and ensuring quality education 2,3. 

Reflective practice is defined as a process where teachers engage in systematic inquiry to assess 

and improve their instructional practices. It allows teachers to examine their teaching methods, analyze 

student responses, and modify their approaches for better future outcomes 45. Teachers who actively 

engage in reflective practices are more likely to identify effective teaching strategies and address areas 

of improvement 678. This process also helps teachers develop a stronger professional identity, which 

significantly impacts their teaching quality, particularly in science education 9. In Ghana, the integration 

of reflective practice into teacher education is crucial for improving teaching quality and meeting the 

challenges of implementing a new curriculum, particularly in Senior High Schools (SHS). 

In recent years, the Ministry of Education in Ghana has prioritized professional development 

for SHS teachers, focusing on reflective practices to prepare teachers for the new Standard-Based 

Curriculum. These professional development sessions emphasize various aspects of teaching, 

including lesson planning, classroom organization, assessment methods, and reflective practice. While 

these efforts aim to equip teachers with the necessary skills and knowledge, there remains a gap in 

understanding how reflective practices are influencing their professional teaching standards in the 

classroom. Therefore, it is crucial to assess the impact of reflective practice on teachers' professional 

practices, particularly within the context of science education in Ghanaian SHS. 

The purpose of this study is to determine the impact of reflective practice on science teachers' 

professional practices in selected Senior High Schools and Senior High Technical Schools in Ghana. 

Specifically, this study seeks to explore the influence of reflective practice on science teachers’ 

 
1 Slade, M., Burnham, T., Catalana, S., & Waters, T. The impact of reflective practice on teacher candidates' learning. 

International Journal for the Scholarship of Teaching and Learning, (2019), 13)2(, Article 15. 
DOI.org/10.20429/ijsotl.2019.130215 

2 Rodgers, C, Defining reflection: Another look at John Dewey and reflective teaching. Teachers College Record, 
104 no 4 (2002)., 842-866. 

3 Farrell, T. TESOL, a profession that eats its young! The importance of reflective practice in language teacher 
education. Iranian Journal of Language Teaching Research, 4 no 3, (2016a).  97–107. 

4 Rodgers, C, Defining reflection: Another look at John Dewey and reflective teaching. Teachers College Record, 
104 no 4 (2002)., 842-866. 

5 Farrell, T. TESOL, a profession that eats its young! The importance of reflective practice in language teacher 
education. Iranian Journal of Language Teaching Research, 4 no 3, (2016a).  97–107. 

6 Mathew, P., & Peechattu, P,  Reflective practices: A means to teacher development. Asia Pacific Journal of 
Contemporary Education and Communication Technology, 3 no 1, (2017).  126–131 

7 Yalcin Arslan, F. The role of lesson study in teacher learning and professional development of EFL teachers in 
Turkey: A case study. TESOL Journal, 10 no 2 (2019). 1–13. 

8 Ponsawa S & Sumalee C, Reflective Practice in Teacher Education: Issues, Challenges, and Considerations. 
PASAA, 62, (2021).  237-264 

9 Walkington, J, Becoming a teacher: encourage development of teacher identity through reflective practice. Asia-
Pacific Journal of Teacher Education, 33 no 1 (2005).  53–64. 



 
 
 
 

 

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instructional methods and to assess the levels of reflective thinking exhibited by these teachers. By 

understanding the impact of reflective practices on teachers' professional practices, this research aims 

to contribute to the broader discourse on teacher professional development in Ghana and provide 

insights into the effectiveness of reflective practices in improving teaching quality. 

Reflective practice is a concept that has evolved over centuries, with early contributions from 

John Dewey, who first linked reflection to action in the early 20th century. Dewey’s work laid the 

foundation for modern reflective practice, which was further expanded by Schön 10. According to 

Schön, reflection can take place before, during, and after teaching, allowing teachers to evaluate their 

actions, improve their teaching strategies, and develop a deeper understanding of their practices. 

Reflective practice has since become a cornerstone of teacher professional development, particularly 

in education systems that seek to improve teaching quality and student learning outcomes 11. 

In Ghana, reflective practice has been integrated into the national educational curriculum, 

particularly through initiatives such as the Transforming Teacher Education and Learning (T-TEL) 

project 12. This initiative highlights the importance of reflection in teacher development and aims to 

create reflective practitioners who can adapt to the demands of the modern classroom. Reflective 

practice allows teachers to critically evaluate their teaching methods and modify them to better meet 

the needs of their students, resulting in improved teaching quality and enhanced student learning 

outcomes 1314. 

Several models of reflective practice have been proposed to guide teachers through the 

reflective process. One widely known model is Kolb’s 15 Experiential Learning Cycle, which consists 

of four stages: concrete experience, reflective observation, abstract conceptualization, and active 

experimentation. This model encourages teachers to engage in a continuous cycle of experience, 

reflection, theory-building, and practice, thereby fostering lifelong learning. Another popular model, 

proposed by Rolfe, Freshwater, and Jasper 16, involves three key questions to guide reflection: "What? 

So what? Now what?" These questions help teachers summarize their experiences, assess their 

significance, and plan for future actions. Additionally, frameworks such as Gibbs' Reflective Cycle 17 

 
10 Schon, D. A. (1983). The Reflective Practitioner: How Professionals think in Action. New York: Basic Books. 
11 Zeichner, K. & Liston, D, Reflective teaching: An Introduction. Mahwah, NJ: Lawrence Erlbaum Associates 

(1996). 
12 Apau, S. K. & Dampson, D. G. (2019). The Teacher in the Mirror: The reflective practices of Basic School 

Teachers in the Central Region of Ghana. Asian Journal of Interdisciplinary Research, 2(1), 35-47 
13 Yalcin Arslan, F. (2019). The role of lesson study in teacher learning and professional development of EFL 

teachers in Turkey: A case study. TESOL Journal, 10(2), 1–13. 
14 Ponsawa S & Sumalee C, (2021). Reflective Practice in Teacher Education: Issues, Challenges, and 

Considerations. PASAA, 62, 237-264 
15 Kolb, D.A. (1984). Experiential Learning. New Jersey, EnglewoodCliffs: Prentice Hall. 
16 Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions: A 

user’s guide. London: Palgrave Macmillan. 
17 Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit: 

Oxford. 



 
 
 
 

 

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and Korthagen and Vasalos’ Onion Model 18 have been adopted to support teachers in their reflective 

practice, offering structured approaches to guide their self-assessment and professional growth. 

Reflective practice is not only essential for improving teaching practices but also for enhancing 

teachers' professional identity and development. Teachers who engage in deeper forms of reflection 

are better able to identify areas for improvement, adopt new teaching strategies, and challenge their 

existing assumptions about teaching and learning 19. This process helps them to become more adaptive 

and responsive to the needs of their students, ultimately contributing to the development of more 

effective teaching practices. In Ghana, this is particularly relevant as teachers face diverse classroom 

challenges, including limited resources, large class sizes, and varying student needs. Reflective practice 

allows teachers to adapt their teaching methods to address these challenges, thereby improving student 

engagement and learning outcomes 20. 

As the Ghanaian educational system continues to evolve, reflective practice remains a key tool 

for improving teacher quality and ensuring the successful implementation of the new curriculum. 

However, while reflective practice has been widely promoted in teacher education, there is still limited 

research on its actual impact on teaching practices in Ghanaian high schools. This gap in knowledge 

underscores the need for research that evaluates how reflective practice influences science teachers’ 

professional practices and whether it contributes to improved teaching and learning outcomes in the 

classroom. 

This study aims to assess the impact of reflective practice on the professional practices of 

science teachers in selected Senior High Schools and Senior High Technical Schools in Ghana. By 

examining the influence of reflective practice on teachers' instructional methods and the levels of 

reflective thinking exhibited by these teachers, this research will provide valuable insights into the 

effectiveness of reflective practice in improving teacher quality and enhancing student learning 

outcomes in Ghanaian high schools. 

 

 

 

 

Method 

This study adopted a mixed-methods research design, incorporating both quantitative and 

qualitative approaches, with a case study design to evaluate the impact of reflective practice on science 

teachers' professional practices. The research targeted science teachers from two Senior High Schools 

and one Senior High Technical School in the central region of Ghana. A purposive sampling technique 

 
18 Korthagen, F., & Vasalos, A. )2005(. Levels in reflection: Core reflection as a means to enhance professional 

growth. Teachers and Teaching, 11(1), 47–71. 
19 Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education 

teachers. Issues in Educational Research, 25(3), 260-275. 
20 Jensen, E. (2009). Teaching with Poverty in Mind. ASCD: Alexandria, VA. 



 
 
 
 

 

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was used to select 51 science teachers from these schools. The selection was based on two criteria: 

participation in reflective practice training during their pre-service education and being the sole science 

teacher at their respective schools. These schools represent different educational settings: urban, peri-

urban, and rural. The sample consisted of teachers specializing in Chemistry (26%), Biology (25%), 

Physics (17%), and Integrated Science (32%). All participants had been trained in reflective practices 

during their pre-service education at universities and continuous professional development programs. 

The primary objective of the professional development program was to help teachers use 

reflection to improve their professional practices and foster transformative learning within their 

classrooms. To assess the impact of reflective practice on teachers' professional practices, participants 

were observed over the course of one semester. The study focused on how these teachers reflected 

on their professional practices in science subjects, particularly for all lessons planned and taught during 

the semester. 

 

Data Collection 

Data were collected using two instruments: the Teaching Evaluation Instrument Guide (TEIG) 

and a structured questionnaire. The TEIG was employed to assess teachers' reflections on their 

professional teaching standards throughout the study period. This instrument included four sections 

that corresponded to the four professional practice standards outlined by Danielson 21, covering 21 

descriptive factors. The structured questionnaire, adapted from Kember et al. 22, was used to measure 

the impact of reflection on the teachers’ professional practices and to assess the levels of reflective 

thinking exhibited by participants. The questionnaire had four categories: habitual action, 

understanding, reflection, and critical reflection, which helped determine the participants' reflective 

thinking levels. The results from the confirmatory factor analysis indicated a strong fit for the four-

factor model 23. Additionally, participants' written reflections on their lessons were collected in 

response to three guiding prompts: "What experience are you reflecting on?", "So why?", and "Now 

what next for the future?" Extra written reflections were also gathered for qualitative analysis. 

Data Analysis 

The analysis of written reflection data followed a systematic process. Initially, the teacher-written 

reflections were read to gain an overall understanding and identify recurring ideas. These reflections 

were then coded to identify key phrases and grouped into broader categories. Emerging patterns and 

themes were refined by merging or splitting categories as necessary, and validation was conducted by 

checking the data against the original written reflections. 

 
21 Danielson, C. (2013). A framework for teaching evaluation instrument. The Danielson Group.  

https://www.danielsongroup. org/framework/ 
22 Leung, D. Y. P. and D. Kember. The relationship between approaches to learning and reflection upon practice. 

Educational Psychology 23, no. 1(2003): 61–71 
23 Leung, D. Y. P. and D. Kember. The relationship between approaches to learning and reflection upon practice. 

Educational Psychology 23, no. 1(2003): 61–71 



 
 
 
 

 

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The level of reflection was assessed using a four-category outline derived from Kember et al.'s 
24framework for coding reflective thinking, which includes Habitual Action, Understanding, 

Reflection, and Critical Reflection. The analysis aimed to identify the depth of teachers' reflections 

based on their professional practice. 

1. Habitual Action: Teachers' reflections at this level focused on the “how” and “why” of their 

teaching practices without deeper personal engagement or application to real-life experiences. 

2. Understanding: Reflections at this level involved teachers attempting to understand and 

accurately report teaching content without personal responses or connections to broader 

experiences. 

3. Reflection: At this stage, teachers reflected on their teaching and related it to their personal 

experiences and practical application in the classroom. 

4. Critical Reflection: The highest level of reflection, where teachers transformed their 

perspectives by integrating new information, beliefs, and experiences, which influenced their 

teaching practice and approach to learners. 

 

Each of these levels was scored and analyzed to determine the depth of teachers' reflective 

thinking. Written reflections were categorized and evaluated based on the professional practice 

standards outlined by Danielson25 , including planning and preparation, classroom environment, 

instruction, and professional responsibilities. 

 

Statistical Analysis 

Descriptive statistics, including frequencies and percentages, were used to summarize the data 

collected from the TEIG and the structured questionnaires. The results were presented in tabular 

form to highlight the frequency of each level of reflection among the participants. Additionally, 

qualitative data from the teachers' written reflections were analyzed thematically, and excerpts from 

the reflections were included in the results section to provide supporting evidence for the descriptive 

data. 

The impact of reflective practice on teachers’ professional practices was assessed using 

Danielson's  framework to evaluate the teachers' performance in the four competency areas. Each 

category was examined in detail to determine the specific impact reflective practice had on enhancing 

professional competencies in planning, classroom management, instruction, and professional 

responsibility. 

The methodology of this study incorporated both quantitative and qualitative data collection and 

analysis techniques to comprehensively assess the impact of reflective practice on science teachers’ 

 
24 Leung, D. Y. P. and D. Kember. The relationship between approaches to learning and reflection upon practice. 

Educational Psychology 23, no. 1(2003): 61–71 
25 Danielson, C. (2013). A framework for teaching evaluation instrument. The Danielson Group.  

https://www.danielsongroup. org/framework/. 



 
 
 
 

 

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professional practices. By combining structured questionnaires, reflective writing, and detailed analysis 

of teaching practices, this research provides valuable insights into how reflective practice influences 

teacher development and classroom effectiveness in the Ghanaian context. 

 

Result and Discussion 

This section presents the general findings of the study, including demographic details, the 

reflection levels of teachers on the four professional teaching standards, and their overall levels of 

reflective practice. The data were collected from 51 science teachers across two Senior High Schools 

and one Senior High Technical School in the central region of Ghana, representing urban, peri-urban, 

and rural educational settings. 

 

Demographic Information 

The demographic breakdown of the participating teachers, including gender and years of teaching 

experience, is shown in Table 1. Out of the 51 science teachers, 80.4% were male and 19.6% were 

female. Regarding teaching experience, 17.6% of the teachers had 0-3 years of experience, 43.2% had 

4-6 years, and 39.2% had more than 7 years of teaching experience. These results suggest that the 

majority of the participants were experienced teachers, with most having taught for 4 years or more. 

Table 1: Participants Demographic Information 

Variable Descriptive Factor Number of Teachers (n) Percentage (%) 

Gender Female 10 19.6  
Male 41 80.4 

Year of Teaching 0 – 3 9 17.6  
4 – 6 22 43.2  
7 years and above 20 39.2 

Number of Participants 
 

51 100 

 

Reflection on Professional Standards 

Teachers’ reflections on the four professional teaching standards (Planning and Preparation, 

Instruction, Classroom Environment, and Professional Responsibility) were assessed using the 

frequency of reflections within the study period. The ratings for each professional standard were 

categorized as: Low (0-39%), Average (40-69%), and High (70-100%). 

Table 2: Professional Teaching Standards and Competencies Reflected 

Professional 
Standard 

Descriptive Factor Number of 
Teachers (n) 

Percentage 
(%) 

Average % 
(Frequency) 

Planning and 
Preparation 

Exhibit knowledge of 
content and pedagogy 

41 80 59% (179) 

 
Demonstrate knowledge of 
learner 

20 40 
 

 
State clear instructional 
outcomes 

38 75 
 



 
 
 
 

 

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Demonstrate knowledge of 
resources 

41 80 
 

 
State appropriate 
instructions 

34 67 
 

 
Design learner assessment 5 10 

 

Instruction Demonstrate flexibility and 
responsiveness 

43 85 69% (174) 

 
Effective communication 
with students 

35 69 
 

 
Involve learners in learning 
objectives 

40 79 
 

 
Using questions and 
answers techniques 

46 90 
 

 
Integrate assessment of 
instruction 

10 20 
 

Classroom 
Environment 

Create a culture for learning 15 30 44% (112) 

 
Manage classroom 
procedure 

31 60 
 

 
Manage learner behavior 26 50 

 
 

Create respect and rapport 
environment 

20 40 
 

 
Manage physical space in 
class 

20 40 
 

Professional 
Responsibility 

Exhibiting professionalism 29 56 39% (99) 

 
Keeping accurate records 0 0 

 
 

Participating in professional 
community 

46 90 
 

 
Reflecting on teaching and 
learning 

5 10 
 

 
Family partnership 19 38 

 

 

Planning and Preparation:  

The highest frequency of reflection (179) was observed in the Planning and Preparation 

professional standard, with 59% of teachers reflecting on it regularly. The competencies of knowledge 

of content and pedagogy, instructional outcomes, and knowledge of resources were highly reflected, 

with teachers frequently noting the importance of using teaching-learning materials (TLM) for clearer 

concept delivery. However, the competency related to Designing learner assessment was poorly 

reflected (10%), indicating that assessment was a weak area for the teachers. 

 

Instruction:  

Reflection on the Instruction standard showed an average impact (69%) but still rated as 

important. The highest levels of reflection were noted in question and answer techniques (90%), where 



 
 
 
 

 

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teachers reflected on how they used questioning to gauge student understanding. On the other hand, 

reflection on Integrating assessment of instruction was low (20%), indicating that teachers faced 

challenges in reflecting on and integrating assessments into their teaching. 

 

Classroom Environment:  

This standard was reflected at an average level (44%). While classroom management (60%) and 

learner behavior management (52%) were moderately reflected, the competencies of creating a culture 

for learning (30%) and managing physical space (38%) were poorly reflected, suggesting that teachers 

struggled with fostering an optimal learning environment. 

 

Professional Responsibility:  

Reflection on professional responsibility was the lowest across all standards, with only 39% of 

teachers reflecting on this area. The highest reflection (90%) was seen in participating in professional 

community. However, competencies such as keeping accurate records (0%) and reflecting on teaching 

and learning (10%) were almost entirely neglected. 

 

Levels of Reflection 

The levels of reflection among the teachers were analyzed based on four categories: Habitual 

Action/Non-Reflection, Understanding Reflection, Reflection, and Critical Reflection. The data 

revealed the following distribution: 

Table 3: Participants’ Level of Reflection 

Level of Reflection Number of Teachers (n) Percentage (%) 

Habitual Action/Non-Reflection 21 42 
Understanding Reflection 25 49 
Reflection 5 9 
Critical Reflection 0 0 
Total 50 100 

 

The results show that 42% of the teachers exhibited Habitual Action/Non-Reflection, suggesting 

that nearly half of the participants reflected at a superficial level or not at all. Approximately 49% 

demonstrated Understanding Reflection, indicating that they reflected on teaching practices but 

without deep personal engagement or transformation. Only 9% of the teachers reflected at the 

Reflection level, with none reaching the Critical Reflection level. The lack of teachers reflecting at the 

highest level, Critical Reflection, suggests a significant opportunity for growth in teachers' reflective 

practices, which could have a direct impact on improving teaching quality and student outcomes. 

While the study indicates that teachers engage in reflective practices across all four professional 

standards, there is room for improvement, particularly in fostering deeper, more transformative forms 

of reflection. The absence of Critical Reflection among the participants points to a gap that needs to 



 
 
 
 

 

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be addressed to enhance teacher development and ultimately improve educational outcomes in 

Ghana’s high schools. 

 

Discussion 

This study aimed to assess the impact of reflective practice on science teachers’ professional 

standards and competencies, as well as to evaluate their levels of reflective practice within the context 

of Senior High Schools and Senior High Technical Schools in Ghana. The findings revealed varying 

levels of engagement with reflective practice across the four key professional teaching standards: 

Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibility. 

Overall, the results indicate that while teachers were engaged in reflective practice, the depth and 

breadth of this engagement varied significantly across the different standards. 

The findings suggest that Planning and Preparation was the most frequently reflected upon by 

teachers, with 59% of participants reflecting on this area. This outcome aligns with previous research, 

which indicates that teachers are generally more inclined to reflect on aspects of teaching that directly 

impact lesson planning and instructional strategies 26. The high frequency of reflection on 

competencies such as content knowledge, instructional outcomes, and the use of resources indicates 

that teachers place considerable importance on preparing lessons effectively. However, the relatively 

low reflection on learner assessment (10%) suggests that teachers may lack the necessary tools or 

training to adequately reflect on this critical aspect of teaching, which can hinder the development of 

comprehensive teaching practices. This finding is consistent with previous studies that point to 

teachers' struggles with assessing student learning in ways that inform instructional decisions . 

Regarding Classroom Environment, the results revealed an average impact of reflective practice, 

with 44% of teachers reflecting on this standard. Although classroom management and learner 

behavior were the most frequently reflected upon, other competencies, such as creating a culture for 

learning and managing physical space, were less frequently addressed. These findings align with Jensen 
27, who emphasized that creating a positive classroom climate requires teachers to consistently engage 

in reflective practices that promote effective classroom management. However, the limited reflection 

on fostering a learning culture and managing physical space suggests that teachers may not fully 

recognize the importance of these competencies in creating an optimal learning environment. This 

gap in reflective practice could be detrimental to student engagement and learning outcomes, as an 

effective classroom environment is essential for academic success 28. 

In terms of Instruction, the study found this professional standard to be the most frequently 

reflected upon, with an average reflection rate of 69%. Competencies related to questioning 

techniques, flexibility, and learner involvement were particularly well-reflected. This is in line with the 

 
26 Zeichner, K. & Liston, D, Reflective teaching: An Introduction. (1996). Mahwah, NJ: Lawrence Erlbaum 
27 Jensen, E, Teaching with Poverty in Mind. (2009). ASCD: Alexandria, VA 
28 Harland, D. & Wondra, J. Preservice teachers’ reflections on Clinical Experiences: A comparison of blog and 

final paper assignments. Journal of Digital Learning in Teacher Education, 27 no 4, (2011). 128-135 



 
 
 
 

 

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findings of Lawrence-Wilkes and Ashmore 29, who highlighted the significant role that reflective 

practice plays in enhancing teaching strategies and fostering student-centered learning environments. 

However, the low reflection on assessment during instruction (20%) suggests that teachers may still 

struggle to integrate ongoing formative assessment into their teaching. This could be due to a lack of 

training in assessment strategies or a reliance on summative assessments, as observed in previous 

studies 30. 

The Professional Responsibility standard showed the weakest reflection, with only 39% of 

teachers reflecting on this area. Although participation in professional communities was highly 

reflected (90%), other competencies such as keeping accurate records (0%) and reflecting on teaching 

and learning (10%) were poorly reflected upon. This finding is concerning, as maintaining accurate 

records is critical for tracking student progress and informing instructional decisions 31. The lack of 

reflection on this competency could limit teachers' ability to evaluate the effectiveness of their teaching 

and adjust their strategies accordingly. Moreover, the low level of reflection on teaching and learning 

outcomes suggests that teachers may not fully engage in the critical process of evaluating the impact 

of their teaching practices on student learning. 

The study also examined the levels of reflective practice among the teachers. The majority of 

teachers were found to reflect at the Habitual Action or Understanding Reflection levels (42% and 

49%, respectively), with only 9% reaching the Reflection level and none reaching the Critical 

Reflection level. This finding is consistent with the research of Farr and Riordan 32, who noted that 

many teachers engage in superficial forms of reflection that focus on surface-level aspects of their 

teaching. The lack of Critical Reflection is particularly concerning, as it suggests that teachers may not 

be critically evaluating their teaching practices or engaging in deep, transformative learning. The 

absence of Critical Reflection could hinder teachers' ability to adapt and improve their teaching 

methods, ultimately affecting student outcomes. 

Several factors may contribute to the low levels of reflection, particularly the absence of Critical 

Reflection. As suggested by Harland and Wondra 33, barriers such as inadequate training, heavy 

workloads, and negative perceptions of reflection as a burdensome task could prevent teachers from 

engaging in deeper forms of reflection. Additionally, the lack of institutional support and the absence 

of dedicated time for reflection may further hinder teachers’ ability to engage in meaningful reflective 

 
29 Lawrence-Wilkes, L. & Ashmore, L, The Reflective Practitioner in Professional Education, (2014). Basingstoke: 

Palgrave Macmillan. 
30 AssociatesChoy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for 

incorporating critical thinking into the classroom. International Journal of Instruction, 5: 167-182 
31 Sellars, M. (2014). Reflective practice for teachers. Los Angeles: SAGE. 
32 Farr, F., & Riordan, E. Tracing the reflective practices of student teachers in online modes. ReCALL: Journal of 

Eurocall, 27 no 1 (2015). 104-123 
33 Harland, D. & Wondra, J. Preservice teachers’ reflections on Clinical Experiences: A comparison of blog and 

final paper assignments. Journal of Digital Learning in Teacher Education, 27 no 4, (2011). 128-135 



 
 
 
 

 

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practice. Addressing these barriers is crucial for fostering a culture of reflection that supports 

professional growth and improves teaching effectiveness. 

 

Implications for Educational Development 

Reflective practice is essential for teachers' professional development and for the successful 

implementation of new curricula. This study highlights the need for targeted support to improve 

reflective practices among teachers, particularly in areas such as assessment, classroom environment, 

and professional responsibility. The findings underscore the importance of providing teachers with 

the skills, motivation, and tools necessary to engage in meaningful reflection. This support could 

include professional development programs, mentoring, and creating a culture that values reflection 

as a critical component of teaching. 

Furthermore, the results indicate that Critical Reflection is a key area for development. Teachers 

who engage in critical reflection are better able to adapt their teaching methods, address challenges in 

the classroom, and ultimately improve student learning outcomes 34. Therefore, it is crucial for teacher 

education programs and professional development initiatives to focus on cultivating higher levels of 

reflection, particularly critical reflection, to enhance teaching quality and ensure successful curriculum 

implementation. 

The limitations of this study must be considered when interpreting the results. The sample size 

of 51 teachers may not be representative of all high school science teachers in Ghana or other regions, 

limiting the generalizability of the findings. Additionally, the reliance on written reflections may have 

limited the depth of teachers' responses, as some may have been hesitant to fully express their thoughts 

due to concerns about confidentiality or judgment. Furthermore, social desirability bias may have 

influenced teachers to present themselves in a more positive light, potentially overestimating the 

impact of reflective practice. Finally, the study focused only on teachers' reflections and did not 

account for other factors that may influence teaching effectiveness, such as classroom resources, 

student engagement, or school leadership. 

This study provides valuable insights into the impact of reflective practice on teachers' 

professional standards and competencies in Ghana. It highlights the need for further support and 

development in reflective practices, particularly in areas such as assessment, classroom environment, 

and professional responsibility. Addressing the barriers to effective reflection and promoting Critical 

Reflection will be essential for improving teaching quality and ensuring the successful implementation 

of curricula in Ghana's high schools. 

 

Conclusion 

 
34  Lawrence-Wilkes, L. & Ashmore, L, The Reflective Practitioner in Professional Education,    Basingstoke: 

Palgrave Macmillan(2014) 



 
 
 
 

 

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This study explored the impact of reflective practice on teachers' professional practices and the 

levels of reflection exhibited by science teachers in Senior High Schools and Senior High Technical 

Schools in Ghana. The findings reveal that reflective practice had an average impact on three of the 

four professional standards—Planning and Preparation, Instruction, and Classroom Environment—

while the Professional Responsibility standard was less impacted. This suggests that while teachers 

engage in reflective practice in certain areas, there is a noticeable gap, particularly in professional 

responsibilities, such as record-keeping and reflecting on teaching and learning outcomes. 

Additionally, the study showed that many teachers did not regularly reflect on key professional 

competencies. This limited engagement with reflective practice can be attributed to factors such as the 

perception of reflection as tedious or unnecessary, and a lack of motivation to engage in continuous 

reflection after formal training. Teachers often viewed reflection as a burdensome task, rather than a 

valuable tool for improving their teaching and enhancing student learning. 

Furthermore, the study highlighted that none of the participants reached the highest level of 

reflection, Critical Reflection, which is vital for transformative teaching and learning. This gap 

indicates that there are barriers preventing teachers from engaging in deeper reflection, such as 

inadequate training, insufficient time, and lack of institutional support. The absence of Critical 

Reflection among the teachers also suggests missed opportunities for growth and professional 

development. 

These findings emphasize the need for more structured support and targeted interventions to 

improve reflective practices among teachers. To address these issues and enhance the impact of 

reflective practice on teaching standards, this study recommends the following steps for high schools: 

1. Focus on Critical Reflection: Professional development programs should emphasize Critical 

Reflection, helping teachers engage in deeper, transformative thinking about their teaching 

practices. This could involve training on how to reflect critically on teaching experiences and 

how to apply those reflections to improve classroom practices. 

2. Provide Structured Reflection Opportunities: Schools should dedicate time for both individual 

and collaborative reflection, allowing teachers to engage in meaningful reflection regularly. 

This could include scheduled reflection sessions during professional development days or 

collaborative group reflections on teaching practices. 

3. Integrate Reflective Practice into Teacher Evaluations: Reflective practice should become a 

key component in teacher evaluations, alongside performance and student outcomes. By 

formally recognizing and rewarding reflective practices, schools can incentivize teachers to 

reflect regularly and intentionally on their work. 

4. Offer Rewards for Reflective Engagement: Schools should consider offering rewards and 

recognition for teachers who consistently engage in reflective practices and demonstrate 

growth in their teaching methods. This could include recognition through professional 

development credits, career advancement opportunities, or other incentives. 

 



 
 
 
 

 

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The implications of this research extend beyond the immediate findings. By fostering an 

environment that prioritizes reflective practice, schools can improve teaching quality, support teacher 

growth, and ultimately enhance student learning outcomes. Future research could explore the barriers 

teachers face in engaging in Critical Reflection and the effectiveness of structured professional 

development programs designed to overcome these challenges. Additionally, studies could examine 

how reflective practices vary across different subject areas and educational levels, providing a broader 

understanding of how reflection contributes to overall educational improvement. 

This study underscores the critical role that reflective practice plays in improving professional 

standards and competencies. By addressing the gaps in reflection and providing the necessary support, 

schools can empower teachers to enhance their practice, which will ultimately benefit student 

achievement and contribute to the development of a more effective and transformative educational 

system. 

  

 

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