Author: Raymond Martin Ndomba (Beijing Normal University, China)
Abstract: Reflective skills are a required ability that needs to be developed and assessed in any teacher training institution for quality practice and overall professional effectiveness. This study employed a case study design in exploring how teacher educators viewed the development and assessment of the reflective skills to the pre-service student teachers and the challenges educators faced among two selected teacher training colleges in Kilimanjaro and Ruvuma Regions. Data was collected through structured interviews to a sample of 10 teacher educators from two teacher colleges. The study concludes that there are different approaches used by educators in as far as developing reflective skills is concerned. These include participatory methods, inquiry learning, research strategy, group discussion, question- answer strategy and portfolios. Participatory strategy was more often used as compared to the other strategies because it is very easy and simple to administer. Each strategy had some peculiar advantages. Teacher educators used various approaches in assessing reflective skills among pre- service student teachers. The strategies used include portfolios, single lesson practice, block teaching practices, problem-solving ability and projects. Each strategy used had some specific advantages as compared to the others. The challenges teacher educators faced in developing and assessing the reflective skills of the pre-service student teachers included personal, professional, psychological and institutional. The study recommends that teacher educators should make effective use of cognitive strategies while teaching. They should also furnish their knowledge and understanding of the subject matter for them to be acquainted with current innovations in order to minimize the notable challenges.