Reflection and reflective practices have become an important part of the teaching and learning process. When teachers practise it, they are considering their own practice, examine curricular choices, incorporate students’ feedback and make changes to improve students’ learning. It involves gathering students’ information and preparation for future lessons. Therefore, this study is aimed at exploring reflective practices of Physics teachers in Bhutan. In addition, it also examined the factors and challenges that affected Physics teachers’ reflective practices. This qualitative study gathered data from seven Physics teachers teaching in two Middle Secondary Schools and two Higher Secondary Schools located in the eastern part of Bhutan. Three Physics teachers teaching in Middle Secondary Schools and Four Physics teachers teaching in Higher Secondary Schools participated in the Study. Data for this study were obtained from four sources; semi-structured interviews with the Physics teachers, class observations with post-observation conferences and analysis of documents.
Inhaltsverzeichnis (Table of Contents)
- CHAPTER 1: INTRODUCTION
- Chapter Introduction
- Background of the Study
- Problem Statement
- Purpose of the Study
- Research Questions
- Significance of the Study
- Chapter Summary
- CHAPTER 2: LITERATURE REVIEW
- Chapter Introduction
- Theoretical Framework of Reflection and Reflective practices
- John Dewey's Outlook of Reflection and Reflective practices
- Donald Schon's Outlook of Reflection and Reflective practice
- Reflection and Reflective Practices
- Teachers' Reflection and Reflective Practices
- Strategies for Reflective Practices
- Learning-centered Instructional Environments
- Citation du texte
- Kinga Tshering (Auteur), 2020, Exploring Reflective Practices of Physics Teachers. An Exploratory Study, Munich, GRIN Verlag, https://www.grin.com/document/1416495
