STEM Teachers' Disposition Toward Reflective Practice Training Programme and Its Effect on Their Professional Development

Abstract

As Science, Technology, Engineering and Mathematics (STEM) fields continue to progress rapidly, the demand for effective STEM educators has never been greater. To ensure the growth and success of STEM education, investing in the professional development of STEM teachers is essential. Reflective practice has emerged as a promising approach to enhance the skills and expertise of STEM educators by encouraging self-assessment, critical thinking, and continuous improvement. This study focuses on the disposition of STEM Teachers to professional development training programmes on reflective practice and its impact on teaching. The study employed a pretest-posttest quasi-experimental design with 102 STEM teachers purposively selected from 52 schools in Oyo State. Data collected using two instruments were analyzed using simple percentages, means, standard deviations, and a paired samples t-test. Results show that STEM teachers have a positive disposition toward reflective practice, and the training significantly enhances their professional growth. Recommendations were made that all stakeholders should establish a supportive administrative framework that encourages and facilitates reflective practice as a form of professional development programme for STEM teachers.