Elizabeth Namonje¹, Hikabasa Halwiindi², Cosmas Zyambo³, Francis Simui^3,, Gistered Muleya³

This study explored axiological orientation herein referred to values that learning facilitators place on reflective teaching practice in selected universities in Lusaka and Copperbelt Provinces of Zambia. The study was qualitative with an application of case study design. A total number of 32 participants were recruited purposively and were subjected to one-on-one interviews and focus group discussions. The data was analyzed using thematic approach. In terms of the values that lecturers placed on reflective teaching, the study revealed that reflective teaching practice promotes self-evaluation and improvement of the lecturers, improves the quality of learning for students and helps lecturers to adjust their teaching methodologies. The study also found that reflective practice helps lecturers to be kept up to date and also helping in achieving the objective of the courses. The study concluded that reflective practice on and in action is an important element that lecturers should embrace as it helps to promote quality teaching and learning in institutions offering public health programmes. Among others, the study recommends that the Ministry of Education should consider creating a platform for sensitizing lecturers on reflective teaching where all lecturers can hold conferences as this may allow lecturers to identify their colleagues teaching similar courses and may begin to share experiences, challenges, exchange notes and best strategies for teaching.

Reflective Practice, Public Health, Teaching-Learning Process, Value, Zambia