Abstract:

This paper examined the import of adopting reflective practice in the preparation of teacher trainees in the colleges of education in Ghana.  It looked at the various dimensions of the knowledge base of teacher education curriculum in Ghana and various policy documents, especially the Colleges of Education Act, Act 847, which elevated the status of training colleges to tertiary institutions. Data from varied documents were explored and analysed from a discourse analytic perspective to ascertain how reflective practice is integrated into the pedagogy of teacher education in Ghana. The paper identified the adoption of reflective practice, with emphasis on artistry, which is reflection-in-action, as a suitable pedagogical skill to complement what the colleges of education are currently doing to actualize their mission. Policy recommendations included the restructuring of the curriculum of the colleges of education to address the development of students’ tacit knowledge by interfacing theory and experience. Research recommendations included an action research on teacher effectiveness using reflective practice.

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