Practicing Critical Reflection in Teacher Education in Namibia

This case study describes how variations of the Critical-Practitioner Inquiry, a method of training and supporting teachers, have been used in three teacher education projects in Namibia. The study uses data from an ongoing assessment, and there is evidence that the critical-practitioner inquiry has influenced the classroom practice of some Basic Education Teacher Diploma (BETD) graduates and provided them with skills that they apply in their teaching. Teachers reflect critically on their own practice, and there is a positive relationship between self-assessment scores and outside observers' scores on their performance.