Reflective Practices of Secondary School Teachers for Effective Teaching and Learning: Using Gibb's Reflective Model

Abstract

Reflection is essential to continuous improvement, learning and professional proficiencies. Although it is not evident in Pakistani public schools, the teachers are implicitly involved in reflection. Gibbs' reflective cycle offers them a systematic and organized structure to write their reflection about the different events they experienced and tackled. This study explores the reflective practices of secondary teachers in Punjab, using the 6-stage cyclic model of Gibbs. This is a qualitative study; structured interviews were conducted based on Gibbs' model. For this purpose 14 secondary school teachers were the study participants. Deductive coding and thematic analysis were used to analyze the data. The study explored the events the secondary school teachers reflected upon and how their reflections added to their professional practices. The participants could also devise future action plans if they faced a similar situation next time. The study contributed to the existing body of knowledge and implications of Gibbs' reflective model in exploring systematic reflections of secondary school teachers.