Abstract:
This study aimed to examine the effect of reflective teaching practices on the
performance of prospective Physical Education teachers. Based on experimental
research design forty (N=40) female prospective Physical Education teachers at
Bandarawela National College of Education, Uva province, Sri Lanka were
selected as subjects by using a purposive sampling method. The age of the subjects
ranged from 21 – 24 years. Selected subjects were randomly divided into two equal
groups: Group I (experimental group, n=20, underwent the teaching module
program 40 minutes/session, five days per week for six weeks); Group II (control
group, n=20). Teacher appearance, lesson planning, brainstorming, presentation,
learning activity, extended work, critical and creative learning, affective classroom
climate, classroom management, concept understanding, communication skill,
feedback, use of instructional time, assessment and evaluation, overall
professional development of teacher, and self-reflection were taken as criterion
variables of this study. The selected subjects were tested on criterion variables by
using the rubric level test before and after the experiment. The mixed ANOVA test
was used to analyze the mean values of the pre-test and post-test of the
experimental group and control group. In all the cases 0.05 level of confidence was
fixed to test the significance. The results revealed that there was a significant
difference found in all criterion variables. Mean differences showed a positive
effect on all criterion variables. The mean difference between the control group
and experimental group was 0.18 and 0.98 respectively and the significant
difference of each indicator was p < 0.05. It was concluded that reflective teaching
practice has a positive effect on enhancing the performance of prospective physical
education teachers. The study also suggests conducting additional research to
emphasize the value of reflective teaching practices to a more comprehensive and
diverse for prospective teachers.
