• Rashida Aziz

  Author

• Dr. Yasira Waqar

  Author

• Dr. Tahira Batool Bokhari

  Author

This study explores the teachers’ perception about reflective practices of ten primary
school teachers teaching grades 4 and 5 and the effect of these practices on student learning.
Analysis of the data clearly indicated that teachers defined reflection as a critical thinking of the
actions taken by the teachers in the class. The teachers’ response showed that reflecting on
classroom teaching helped them to enhance their teaching skills, pedagogies and subsequently
students learning. It is also revealed through teachers’ journals that the teachers have the ability
to identify the dilemmas and issues and to some extent change their strategies as well and try to
solve the issues. But in most of the cases teachers wrote reflections at technical and factual level
and horizon limited to catering few areas of teaching learning process. The results of the
students’ assessment show that student scores improved after teachers started reflective
practices. Training in this aspect can develop this skill in the teachers.

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