摘要：AbstractTo ensure student empowerment in learning, undergraduates are encouraged to engage in self-evaluation and reflection to relate theory into practice. Self reflection and self evaluation are required for undergraduates during their teaching practicum in schools. This qualitative study reports the findings on self-evaluation reports of four teacher trainees entries as written in their teaching record books throughout the fourteen (14) weeks of teaching practicum at schools. The results of the qualitative analysis shows that the students (a) demonstrated an increasing awareness of their own learning and teaching skills and (b) students demonstrated increase ability to manage issues and problems related to their teaching experience. This lends support to the importance of self reflection in improving self esteem, teaching competencies and management of the teaching climate in classrooms.
