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Title TEACHERS’ REFLECTIVE PRACTICES IN A SECONDARY SCHOOL IN SOHAWA: A CASE STUDY

Author(s) Rubbia Nawaz

Abstract The aim of the study was to investigate the reflective practices of secondary school of Sohawa. For this purpose, researcher conduct a case study to investigate the reflective practices of secondary school teachers of Sohawa, a small tehsil of district Jhelum. To conduct study on reflective practices researcher used reflective practitioner theory by Donald A Schon (1938) and Gibbs reflective cycle (1983). The approach pf the study was mixed method and design was case study. The participants of the study were 13 secondary school teachers at Seena Academy School Sohawa. The researcher used Purposive Sampling Technique. Data were collected through questionnaire, open ended questions, and observations. Data were analyzed through mean, percentages, t-test, and thematic analysis. The findings of the study indicated that teachers at secondary school are involved in the process of reflection and perform reflective practices unconsciously, but they were unaware of the concept and specifically the term ‘reflective practice’, ‘reflection-in-action’ and ‘reflection-on-action’. The study also concludes that secondary school teachers perform reflection-on-action more than reflection-in-action. The data also concludes that secondary school teachers have a file where they keep record of their lesson plans, but they don’t have reflective diary to record their experiences of teaching on daily or weekly basis. Therefore, it is recommended that to understand the concept and process of reflection, there should be sessions on which teachers at secondary school of Sohawa learn the importance of reflection in teaching and the reflection-in-action-and reflection-on-action is important in professional development of teachers. Teachers at secondary school of Sohawa may keep diary with themselves to record their teaching experiences. Teachers should set discipline rules for each class to avoid the discipline problems during teaching.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Education

Language English

Publication Date 2022-07-25

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