Pre-service science teachers’ reflective practice through problem-based learning approach at colleges of education in Ghana

The purpose of this study was to facilitate science teacher trainees’ reflective practices in science through the use of problem-based learning approach. Stratified Random Sampling technique was used to select 20 prospective science teachers from two colleges of education in the Volta Region of Ghana to respond to the research instruments. Interviews and document/content analysis were employed to gather data from the respondents. Data generated from the study were analyzed qualitatively. It was found that reflective practices of science teacher trainees were improved through writing of reflective journals, self, peer and mentor evaluations of PBL lessons with accompanying feedbacks. However, some mentors lack expertise in coaching pre-service science teachers to be reflective practitioners due to inadequate training. It is recommended that constant in-service training on how to effectively coach teacher trainees to be reflective, must be organized for mentors to sharpen their skills.