Abstract
This paper illustrates how reflective practice can be used as a tool to enhance quality assurance control in science education at tertiary level. It examines what quality assurance and reflective practice/teaching are, the approaches of reflective practice and how to be a reflective teacher as well as benefit that can be derived from being a reflective teacher. It further concludes that if experience, inexperience and pre-service teachers are given the chance to reflect continuously before, during and after a class, reflection can be turned to a habit which will encourage professional development as well as enhancing quality assurance in teaching and learning process. DOI: 10.5901/jesr.2013.v3n7p205
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