Teachers’ Critical Reflective Practice in the Context of Online Teaching: A Qualitative Study

Abstract

This study aims to find out how online teaching is improved through critical reflection. The current study is a qualitative study using a hermeneutic phenomenology research design. Using semi-structured interviews, the researcher accessed the participants’ world of the lived experience and their interpretations of these experiences. Purposive sampling was used to collect data from 10 research participants from different schools in Lahore. A semi-structured interview guide was used to collect data. The data analysis revealed a gap in the practical implementation of critical reflection among teachers to improve their teaching. Few teachers used critical reflection to identify the deficits and strengths of their teaching to enhance online pedagogy. It has been concluded that teachers need to be fully aware of its usefulness. The study suggests that critical reflection should be added to teacher training programs and made mandatory for all teachers.