| dc.description.abstract | Reflective practice is one of the concepts that the Aga Khan University-Institute
for Educational Development, Eastern Africa values as essential for teacher
learning and development. It is incorporated in the Certificate in Education
Programmes that target practising primary teachers. Emphasis is given to journal
writing as an approach to reflective practice. However, many teachers seem to
find it challenging to sustain this approach. This was a small-scale study which
was conducted in Dar-es-Salaam, Tanzania, to investigate why this might be
the case. It is a qualitative study of a hermeneutic phenomenological nature.
Semi-structured interviews were the sole method of data collection. The Miles and
Huberman approach of qualitative data analysis was utilised. Findings indicated
that teachers encounter a number of challenges that inhibit them from reflecting
through journaling. These range from lack of time, the structure of the
programmes and the way reflective practice is introduced to them, to teacher
motivation and lack of structures to support the practice. | en_US |
