ICT and Reflective Practice integration; A Constructivists Approach in Teacher Preparation at Primary Teachers Colleges in South Eastern Uganda

Emmanuel Gusango,John Ssetumba,John Maani

doi:10.47672/ajep.704

Abstract

Purpose: The purpose of this study was to explore the ICT and reflective practice integration in teacher preparation at Primary Teachers Colleges and to establish whether these practices were among the constructivist approaches being used to teach students. Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists’ teaching. It involved 3 PTCs and 15 participants who were purposively sampled. This study used a qualitative research design. Data was gathered using in-depth multiple interviews and analyzed following Moustakas (1994) procedure. Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice. The colleges are in a nascent stage in the integration of ICT and reflective practice in education being accustomed to traditional instructional practices and lack of motivation and knowledge among tutors to adopt ICT in teaching. Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge suggesting ways in which constructivists’ teaching supports teaching effectiveness and promotes students’ learning amplifying the need for ICT and reflective practice integration in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in Primary Teachers Colleges for tutors and students induction on several constructivists’ practices that include systematic reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting

Highlights

Education is a key to the global integrated framework of sustainable development goals (UNESCO, 2015) which raises the demand for a stronger focus on teachers and educators as change agents across the board
The tutor‘s acceptance and practice of constructivist principles has been limited despite the evident benefits
There is need for more acquaintance presented to tutors and students on constructivist teaching

Summary

Introduction

Education is a key to the global integrated framework of sustainable development goals (UNESCO, 2015) which raises the demand for a stronger focus on teachers and educators as change agents across the board. Teacher education is so far the most important and known way of preparing change agents because success in educational reforms depends on the teachers’ awareness of the new changes, their attitudes to it and how they situate the reforms in the daily operations (Snoek, Swenen & Klink, 2010). It is knowledge that is explored, researched, experimented with, and created according to human need and only possible through constructivist approaches. It is knowledge used for developing basic language and communication skills, for solving problems, and knowledge that is arrived at in ways that nurture the ability to access and critically process information (UNESCO, 2015) which can be realized by application of technology in instruction and learning

Objectives

Methods

Results