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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/52174
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dc.contributor.authorSalifu, Inusahen
dc.contributor.authorWorlanyo, Emile Kwadwoen
dc.contributor.authorKuyini, Ahmed Bawaen
dc.date.accessioned2022-05-17T00:56:26Z-
dc.date.available2022-05-17T00:56:26Z-
dc.date.issued2017-
dc.identifier.citationReflective Practice, 18(6), p. 725-736en
dc.identifier.issn1470-1103en
dc.identifier.issn1462-3943en
dc.identifier.urihttps://hdl.handle.net/1959.11/52174-
dc.description.abstract<p>The purpose of this research was to investigate the effectiveness of the use of reflective teaching approach by university lecturers in Ghana to achieve improved student learning outcomes. The research utilised a quantitative survey design involving 180 lecturers who were accidentally or haphazardly selected from four universities in Ghana to complete a reflective teaching survey (RTS) questionnaire. The results showed that participants frequently engaged in varied reflective teaching activities, and were successful in evaluating the effectiveness of their pedagogies. The research concluded that the approach should be an essential component of the teacher performance appraisal system.</p>en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofReflective Practiceen
dc.titleClassroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghanaen
dc.typeJournal Articleen
dc.identifier.doi10.1080/14623943.2017.1304373en
dc.subject.keywordsclassroom engagementen
dc.subject.keywordsGhanaian universitiesen
dc.subject.keywordslecturersen
dc.subject.keywordsreflective teaching approachen
dc.subject.keywordsprofessional developmenten
dc.subject.keywordsEducation & Educational Researchen
local.contributor.firstnameInusahen
local.contributor.firstnameEmile Kwadwoen
local.contributor.firstnameAhmed Bawaen
local.profile.schoolSchool of Educationen
local.profile.emailkuyinia@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.format.startpage725en
local.format.endpage736en
local.peerreviewedYesen
local.identifier.volume18en
local.identifier.issue6en
local.title.subtitleexamining the potency of reflective teaching approach among some selected universities in Ghanaen
local.contributor.lastnameSalifuen
local.contributor.lastnameWorlanyoen
local.contributor.lastnameKuyinien
dc.identifier.staffune-id:kuyiniaen
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/52174en
local.date.onlineversion2017-03-27-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleClassroom engagement dynamicsen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorSalifu, Inusahen
local.search.authorWorlanyo, Emile Kwadwoen
local.search.authorKuyini, Ahmed Bawaen
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.identifier.wosid000416668800001en
local.year.available2017en
local.year.published2017en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/a49396fb-47f9-4477-b5c8-78b5b8450237en
local.subject.for2020390303 Higher educationen
local.subject.seo2020160303 Teacher and instructor developmenten
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