A Qualitative Study on Teachers’ Reflective Practices in Private Schools of Karachi, Pakistan
DOI:
https://doi.org/10.5281/zenodo.17767197Abstract
Abstract Views: 1174
This qualitative study explores teachers’ perspectives on reflective practices in education and how these practices inform their teaching strategies. The sample size is 8 teachers from two private schools in Karachi, Pakistan (4 from each school). Through a semi-structured interview guide with 8 elementary school teachers, the research explores their experiences with reflection, both formal and informal, and the challenges they face during reflective processes. A semi-structured interview guide comprising open-ended questions was employed to get teachers’ perspectives, along with an observation guide. The analysis identified several themes, including teachers’ perception of reflection as a significant tool for enhancing their teaching practices, fostering collaboration amongst peers, differentiated instruction, and enhanced students' learning outcomes, promoting personal and professional ongoing professional development. Teachers, when involved in reflection, become competent reflective practitioners. However, challenges such as time constraints, lack of structured reflection opportunities, and insufficient leadership support were noted as challenges that hinder regular reflective practices. The findings indicate that while teachers value reflection, more supportive environments are required to encourage reflective practices. This study emphasises the importance of reflection in teacher development and provides insights into how schools can create environments that support reflective practices to foster professional growth and improve teaching quality.
Keywords:
Private schools, Reflective practices, Reflective practitioners, Self-analysis, Teachers’ perspectivesReferences
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