ENHANCING STUDENT TEACHING

This study focuses on enhancing student teaching effectiveness through reflective practice: a case study of University of Benin. The study employed four objectives which includes to examine how student teachers at the University of Benin understand and engage in reflective practice; to assess the perceived impact of reflective practice on the effectiveness of student teaching; to examine the relationship between students teachers reflective practice, class management and student engagement; and to find out if technology enhances reflective teaching practice, using digital aid. The study adopted the survey design using questionnaire as instrument of data collection. The data was analyzed using frequency and percentage tables, the results showed that most student teachers are aware of the concept of reflective teaching practice, but few have received formal instruction or training on how to apply it systematically during their teaching practice. The results also showed that a significant number of student teachers do not perceive reflective practice as directly improving their teaching effectiveness. The results indicate that student teachers are actively engaging in reflective practices to some extent; however, there is a clear need for these strategies to be more deliberately and systematically integrated into the teacher education curriculum at the University of Benin. The study recommended that there is a critical need for reflective practices to be formally integrated into the teacher education curriculum through structured activities, mentoring, and training to enhance student teaching performance. Workshops, seminars, and classroom sessions should be organized to teach student teachers how to engage in effective reflective practices, including the use of journals, self-assessment tools, and peer feedback. Student teachers should be given regular assignments that require them to reflect on their teaching, identify areas for improvement, and propose specific strategies for development. Schools used for teaching practice should promote a culture that values and supports reflective teaching through regular discussions, feedback, and collaborative learning environments.