ABSTRACT<\/strong><\/p>\n\n\n\n

Reflective teaching is not a new teaching approach but less is always says and hear about it, especially regarding social science subjects such as social studies. In nomadic schools and other conventional schools, social studies is a subject that demand students participation and positive attitudes, thereby teachers need to employ all possible teaching approaches that can make the subject friendly and interesting to students. The current study examined the relevancy of reflective teaching on teaching competency among social studies teachers in senior secondary schools in north eastern Nigeria. The broad objectives of the study include to determine how reflective teaching influence lesson planning, lesson delivery and classroom managements. The study selected 132 social studies teachers across the sixty randomly selected nomadic schools at rate of 10 nomadic schools per state. The instruments for data collection were \u201cTeachers Reflective Teaching Questionnaire (TRTQ)\u201d and \u201cTeachers Teaching Effectiveness Assessment Scale (TTEAS)\u201d. The TRTQ were administered to social studies teachers while TTEAS were offers to head teachers in each participating schools for assessment of selected teachers. Data generated through instruments were analyses using Linear Regression Analysis (LRA) at 0.05 significance level. The study found that those teachers practices reflective teaching are more effective in lesson planning, lesson delivery and classroom management than others. The study recommended for inclusive of reflective teaching in teachers institute training, government provision for facilities of reflective teaching as well as training for teachers on reflective teaching.<\/p>\n\n\n\n

Keywords: <\/strong>Reflective Teaching, Lesson Planning, Lesson Delivery and Classroom Management.<\/em><\/p>\n\n\n\n