A Professor of Science Education at the University of Ibadan, Professor Temisan Angela Ige, has called for the integration of reflective teaching into teacher education programmes, describing it as an indispensable tool for lifelong learning, improved classroom practice and sustainable educational delivery.
Professor Ige made the call while delivering the 621st Inaugural Lecture of the University of Ibadan on behalf of the Faculty of Education.
The lecture was entitled, “Don’t I Think Before I Talk? My Journey in the Professional Development of Science Teachers for Reflective Teaching.”
Professor Ige explained that reflective teaching is a viable practice that can equip science teachers to produce students that will function in line with the goals of science for contemporary times.
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She stressed that reflective teaching is not a novel practice in education, disclosing that it was first proposed by John Dewey as far back as 1933.
According to her, reflective teaching is a pedagogical approach that enables educators to critically evaluate their instructional practices and assess their impact on student learning, identifying strengths, weaknesses and areas that require improvement.
She noted that reflective practice improves classroom management by helping teachers examine the impact of their teaching strategies, communication styles, and instructional decisions on learners, thereby promoting more engaging, inclusive and effective learning environments.
The Inaugural Lecturer stated that reflective practice also promotes continuous professional development by encouraging teachers to evaluate their experiences, strengthen their professional identity, build resilience and embrace lifelong learning.
She explained that reflective teaching also promotes evidence-based decision-making, innovation and adaptability, enabling teachers to respond effectively to changing educational needs while improving learners’ academic performance.
Professor Ige stated that reflective practice enhances pedagogical competence, strengthens professional identity, improves classroom management, boosts student achievement, promotes lifelong learning and protects teachers against professional burnout.
She identified reflective journals, peer observation, video recordings of classroom lessons, digital platforms and professional portfolios as valuable tools for supporting reflective teaching and documenting teachers’ professional growth.
The Professor of Science Education observed that despite its numerous benefits, reflective practice is constrained by inadequate time, insufficient institutional support, limited reflective skills and superficial reflection that fails to critically analyze classroom experiences.
She stressed the need for educational institutions to create supportive environments that encourage mentoring, collaborative learning and continuous professional development to enable teachers maximise the benefits of reflective practice.
The Don advocated the review of methodology courses in Faculties of Education and Colleges of Education to incorporate reflective practice as an essential component of teacher education.
She also recommended the restructuring of teaching practice exercises to include the use of reflective tools, particularly reflective journals, while urging teacher educators to model reflective practices during the training of prospective teachers.
The Don further advocated the provision of modern micro-teaching laboratories equipped with contemporary technology in teacher training institutions by government and intervention agencies, including TETFund, to strengthen practical teaching and reflective skills.
She also advocated increased funding for research in teacher education and urged the Teachers Registration Council of Nigeria to strengthen teacher certification by incorporating reflective teaching portfolios into its assessment and monitoring processes.
Professor Ige reiterated that reflective practice remains indispensable to quality teaching, noting that teachers who continually evaluate and improve their classroom practices are better equipped to deliver effective instruction and contribute meaningfully to improving the quality of education.
The Inaugural Lecturer also stressed that trainee teachers need to be encouraged to take an interest in their professional development in becoming reflective practitioners by investing time, effort and funds to ensure professional development.
The lecture was the 18th in the series for the 2025/2026 academic session.
