How reflective practice improves teachers’ classroom teaching skill? case of community based schools in District Chitral, Khyber Pakhtunkhwa

Abstract

Reflectivity is the essence of quality teaching and learning. Reflective teachers understand the issues of education and are better able to help their students. The purpose of this study was to investigate the perceptions of teachers regarding the role of reflective practice in improving teachers’ classroom teaching skills. For data collection a close ended questionnaire was designed and administered to 150 teachers in 30 Community Based Schools in district Chitral, KPK Pakistan. These teachers were provided a six months rigorous training in reflective practice. After that they were allowed to teach in their respective fields in the sampled schools. After lapse of one month, they were provided with questionnaires as a part of follow up activity. Their perceptions are recorded and presented here in a descriptive form. Results of the study showed that teachers who were trained in reflective practice have found a big difference in their teaching skills. The sampled teachers are now able to plan daily for their lessons. They are able to solve their classroom problems more confidently than before. They keep regular reflective diary in which they record their experiences on daily basis. They can solve the problems of students and guide them in a more competent way. They involve their students in classroom discussion and report the progress of the students to parents and the school management regularly. On the basis of this study it can be concluded that reflective practice helps teachers develop their teaching and learning skills. This is the foundation of professional development