Reflective Practice through Reflecting Writing: A Case Involving Mathematics and Science Teachers

Abstract

What teachers do in the classroom matters deeply. This article reflects on the classroom practices of mathematics and science teachers. Reflection on teacher’s experiences in the classroom was seen as vital in improving classroom practice. To unpack teacher’s classroom practices, these teachers were asked what they did in the classroom to ensure effective learning and teaching; what areas of the teaching of mathematics and science could be improved to ensure effective teaching and learning; and how teachers could teach better going forward. Data was collected from written responses and focus group interviews with teachers. Common themes were derived from the written responses and transcribed interviews. Motivation was identified as being key to achieving effective learning and teaching.

DOI: 10.5901/mjss.2013.v4n14p263