Physics Teachers’ Reflective Practices in Middle and Higher Secondary Schools: A Case Study
AUTHORS
Kinga Tshering,Trashigang Middle Secondary School, Trashigang, Bhutan
Kinley Seden,Samtse College of Education, Samtse, Bhutan
Dorji Tenzin,Tshangkha Middle Secondary School, Dagana, Bhutan
ABSTRACT
Reflective practices are an essential component of teaching and learning that aid teachers in becoming aware of their professional expertise and how they educate to promote critical assessment. Studies conducted in Bhutan revealed that teachers in Bhutan are confined to teaching technicalities than reflective practices. The study explored the reflective practices of physics teachers of Higher Secondary and Middle Secondary schools in Bhutan. The study employed a case study, wherein the case study comprises a detailed analysis to provide an exploration of the situation and processes involved in the phenomena. The study collected physics teachers of Higher Secondary and Middle Secondary schools' perceptions of reflective practices and their teaching experiences impacting reflective practices. Data collection comprised qualitative interviews with 7 physics teachers. Findings revealed that physics teachers employed reflection-in-action and reflection-on-action. Physics teachers differentiated reflection-in-action from reflection-on-action. Furthermore, physics teachers employed reflective practices and demonstrated an inconsistent frequency of reflective practices. It was recommended, among others, for the quality of application of reflective practices in schools, some policy guidelines should be formulated to guide the implementation process by respective stakeholders. In addition, the results of this study are expected to contribute to the body of knowledge on the reflective practices of physics teachers that `apply to the local and international context.
KEYWORDS
Reflective practices, Physics teachers, Reflection-in-action, Reflection-on-action, Teachers’ experiences
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