https://doi.org/10.

15625/2615-8957/22210301

Exploring Physics teachers’ reflective practices

and the challenges
Kinga Tshering1*, Kinley Seden2,
Karma Utha3

ABSTRACT: Reflective practices have become an important part of the teaching

1
[email protected] and learning process. When teachers practice it, they are considering their
Trashigang Middle Secondary School
Bhutan own practice, examining curricular choices, incorporating students’ feedback
and making changes to improve students’ learning. This study aimed at
2
[email protected]
Samtse College of Education exploring reflective practices of Physics teachers in Bhutan. In addition, it also
Bhutan examined the challenges that affected Physics teachers’ reflective practices.
3
[email protected] This qualitative study gathered data from seven Physics teachers teaching
Samtse college of education in two Higher and Middle Secondary Schools located in the eastern part of
Bhutan Bhutan. Data for this study were obtained from four sources; semi-structured
*
Corresponding author face-to-face interviews, class observations with post-observation conferences
and analysis of documents. The study revealed that Physics teachers
incorporated different reflective practices such as self-reflection, different
strategies and skills and feedback. Factors promoting reflective approaches
included different classroom activities, questions, and responses by students
while challenges in the process of reflection were lack of resources, large
student number, bulky syllabus, and workload. This study recommends the
need for an ICT-enabled environment in the schools to promote reflective
practices. In addition, it recommends the Ministry of Education to review the
workload of Physics teachers.

KEYWORDS: Reflective practices, reflection, teaching-learning process, feedback,

qualitative method.
Received 25/4/2022 Revised manuscript received 22/06/2022 Published 30/09/2022.

1. Introduction in the principles of inquiry-based, problem-based,

To survive and prosper in today’s rapidly and experiential learning (Dimova & Kamarska,
changing world, various skills are required. 2015). The Science curriculum in Bhutan
Orakcı (2021) acknowledges that present was revised from pre-primary to class twelve
society demands people to have certain skills incorporating diverse teaching approaches such
such as problem-solving, creative thinking, as placed-based Education, experiential learning,
critical thinking, learning to learn, and reflective reflective practices of students, blended learning
thinking. Further, he emphasizes that reflective and differentiated instruction etc. Construction
thinking abilities are considered as the highest of knowledge is emphasized in recent changes in
degree of thinking. Reflective thinking, according the Science curriculum in Bhutan (Department
to Dewey (1933), is a method of thinking that of Curriculum and Professional Development
is efficient, persistent, and exact. Reflective [DCPD], 2022).
thinking while teaching and after teaching aids Reflective practices are an important factor for
teachers in identifying strengths and weaknesses successful learning for teachers and learners as
as a teacher. Daker and Latchanna (2017) mention a whole. Teachers analyze their lesson delivery,
“reflection in teaching” as conscious recall and with a self-critical review to verify strengths and
remembrance as a response to experience. flaws (Habib, 2017; Islam, 2015). Thus, teachers
In the realm of education, Dewey’s concepts tend to remain aware of the shortcomings and
about contemplation, action, and learning were strengths that need to be continually reformed.
timely. In the framework of constructivism’s Moreover, reflective practices can be effective
knowledge theory, reflective thinking can be found both for prospective teachers and experienced

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teachers since it analyzes teaching and provides (B.Ed), student teachers perform micro-teaching
constructive feedback. It evaluates the reliability where they are required to write a reflection on
of different teaching approaches in specific areas their micro-teaching experience. Even in courses
(Etkina, et al., 2010). New Normal Curriculum like Masters in Education (M.Ed), student
(NNC) instructional guides designed by the teachers are required to practice extensive
Department of Curriculum and Professional reflective writing. Additionally, to enhance
Development of Bhutan (DCPD) requires the reflective abilities of in-service teachers
teachers to be cognizant of learners’ individual in Bhutan, the Ministry of Education initiated
learning difference, situation and adapt teaching various nationwide professional development
strategies accordingly. such as Transformative Pedagogy and English for
In Bhutan, several reforms in the education Effective Communication to develop teachers’
system are instituted. With the launch of the reflective skills. Nevertheless, teachers’ reflective
Bhutan Professional Standard for Teachers practice is impeded in real-life situations due to
(BPST), teachers are expected to be lifelong bulky syllabus and heavy workload (Wangdi,
learners, and reflection is perceived as a potential 2016).
tool to achieve it (Ministry of Education [MoE], The findings from Bhutan’s Experience in PISA
2020). For instance, the Ministry of Education for Development (PISA-D) stated that in Science
(MoE) initiated several activities, particularly subjects in-depth conceptual understanding of
the launch of the Sherig Endowment Fund (SEF) scientific courses and instructions should be
which encourages teachers to undertake action emphasized by teachers (Bhutan Council for
research. This indicates that teachers are expected School Examinations and Assessment [BCSEA],
to be reflective learners for professional growth. 2019). Consequently, reflective practices are one
Hence reflective components of teaching are of many effective teaching practices for Science
important for a successful teaching and learning teachers that can help to gain deep conceptual
process. and epistemic knowledge of science curricula
In schools across Bhutan, teachers include and instructions. Therefore, reflective practices
reflective practices such as, peer observation of by teachers can be a significant contributing
the lesson, school leaders observing the lesson, factor in making students understand the lesson
and seeking feedback from students. Further, taught.
summative assessment like class test and term- As a result of the above reasoning, Latchanna
end examination enables teachers to reflect on and Daker (2016) point out that in terms of the
the lesson taught. As a result, both formative teaching subjects, variance in reflective teaching
and summative assessments can be employed approaches in Bhutan could be studied in the
for reflections. Moreover, most of the time, future. Besides, a reliable study on reflective
teachers in the class ask questions and assign practices in Physics education in the Bhutanese
activity that fosters students’ critical thinking context is literally non-existent. Therefore, this
skills (Latchanna and Daker, 2016). Further study explored reflective practices of Physics
they recommended that asking questions makes teachers in schools. It also examined issues that
students attentive and reflect on the content being Physics teachers encounter in the process of
taught. Similarly, Olaya Mesa (2018) suggested reflective practices.
methods that encourage reflective practice such
as journals, reports for the lesson, audio or video 2. Research questions
recording, and self-evaluation. Main Question: The main question is “What
In Bhutan, courses offered by two colleges of are reflective practices of Physics teachers?”
education at Samtse and Paro exclusively focus To answer the main question, the following sub-
on developing reflective practices. For instance, questions were investigated:
in courses such as Postgraduate Diploma in Sub-questions:
Education (PgDE) and Bachelors of Education How do Physics teachers in Higher Secondary

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and Middle Secondary schools perceive reflective things differently and ask questions from
practices? different stands, resulting in challenging our
What are the factors that promote the reflective assumptions. Reflection with the peer and group
practices of teachers? is the best source of obtaining different insights
What are the issues Physics teachers encounter and perceptions to further improve the teaching
in the process of reflective practices? process.

3. Literature review 3.2. Developing an ability for reflection

3.1. Reflection There are certain attributes that help in
Reflection, in general, includes critically enhancing the reflective practices possessed
assessing one’s own ideas in order to improve by an individual. For instance, Farrell (2008)
one’s behaviors. Nguyen et al. (2014) in a summarized the three attributes of a reflective
practical sense defined the term reflection as “the person identified by Dewey as open-mindedness
process of engaging the self-inattentive, critical, which is listening to more than one side of the
exploratory and iterative interactions with one’s problem and considering alternative views;
thoughts and actions, and their underlying a responsibility which is giving regard to the
conceptual frame, intending to change them consequences of the action; and finally, whole-
and with a view on the change itself” (p.1182). heartedness refers to teachers critically evaluating
To illustrate, Johns (2009) noted that reflection their practices for purposeful change. Hence, to
is a way of thinking deeply and systematically incorporate reflective practices in the teaching
about self in a practice, a learning journey of our and learning process, these three attitudes are
everyday experiences realizing one’s vision of indispensable.
good practices and executing them. Ashraf and Rarieya (2008) opined that
Reflection consists of a process or activity teachers’ involvement in reflective practices can
that is susceptible to change for better (Kidd & be influenced by numerous factors such as content
Czerniawski, 2010; Yuen Lie Lim, 2011). Daker knowledge and pedagogy, further teachers’
and Latchanna (2017) mentioned “reflection in personal attitude toward the reflective practices
teaching” is a response to an event that involves also plays a role. Moreover, they conceded that
conscious recollection and remembering. They apart from teachers’ content knowledge and
added that as a foundation for assessment, pedagogy, teachers should have an interest in
teachers evaluate their experiences. They further personal development and enhancing students’
suggested that in the context of teaching and outcomes. Similarly evaluating the teaching
learning, reflection is a strategy that allows experience by being cognizant of one’s
teachers to expand and learn from their prior weaknesses, additionally trying to improve,
contact in teaching. Finally, they summarized further attributes like being patient, listening
reflective teaching as a method that can adjust attentively, encouraging to think, incorporating
well with ever changing context of the classroom student’s feedback and avoiding similar mistakes
with experiences are the attributes of reflective teachers (Sunra &
Reflection can be employed not only at an Nur, 2020).
individual level but also in a group to collect Teachers can implement various activities for
diverse views and opinions to come to a good fostering reflective practices in the class. A study
conclusion. Krutka et al. (2014) suggested by Tok and Dolapçolu (2013) concluded that
reflection done with a peer helps people as teachers perform different activities as reflective
they clarify, establish, and improve teaching teachers such as implementing learner-centered
skills by garnering several perceptions. They instructions like considering students’ individual
further alluded that collaborative learning needs, evaluating students’levels by incorporating
encourages different perspectives, ultimately different activities, and acknowledging students’
when we communicate with others who see efforts and linking the content with students’

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lives. Further, their study also suggested that (2019) investigated involving 60 third-year
teachers create a reflective class environment English as a Foreign Language (EFL) student
by considering students’ opinions concerning instructors in reflective activities like self-
decision making, valuing criticism by accepting monitoring, peer observation, and journal writing
students’ and colleagues’ feedback reviewing and came to conclusion that those reflective
teaching practices constantly, and always practices boosted self-awareness, criticality, and
devising alternative methods. Hence teachers reflective mindsets. Further study by Seden et
can practice various strategies to implement and al. (2016) noted that strategies such as Reading,
develop reflective practices in the class. Asking, and, Participation (RAP), modeling and
questioning enhanced the reflective writing skills
3.3. Strategies for reflective practices for the pre-service teachers.
For the successful teaching process, it is of
paramount importance for teachers to reflect on 3.4. Challenges in employing reflective practices
their lesson using different reflective practices. A teacher might encounter numerous
Teachers in Bhutanese classrooms use reflective challenges while incorporating reflective
practices such as self-reflection, obtain feedback practices. A study by Tajik and Ranjbar (2017)
from students, and infrequent observations reported challenges that can be categorized
of the teachers’ lessons by the principal and into three levels: institutional problems, self-
colleagues (Wangdi,2016). In the same vein directional problems, and problems with reflective
Impedovo and Khatoon Malik (2016) suggested teaching principles. Institutional problems
that a teacher might include a variety of ways to included a lack of resources and opportunity
become a reflective practitioner. For instance, for instructors to improve, a lack of autonomy
examine and challenge events that occur in the for teachers, and diverse and overcrowded
teaching-learning context, demonstrate that you courses. Further teachers’ lack of enthusiasm,
are sensitive to moods and behaviors, maintain their severe workload, and their disqualification
a regular or daily log of significant classroom owing to weak language abilities or expertise in
events, share examples of students’ learning, and areas other than teaching are also contributing
lastly ask for feedback from colleagues and the factors which are categorized as self-directional.
families of the students. Finally, issues with reflective teaching principles
Similarly, Olaya Mesa (2018) suggested are concerned with the challenging essence of
strategies such as journals, lesson reports, audio reflective practice.
or video recording, and the self-monitoring According to Kano et al. (2017), teachers’
method in promoting reflective teaching. knowledge of the definition and usage of
Fatemipour (2009) studied “The Effectiveness of reflection as a teaching approach is lower than
Reflective Teaching Tools in English Language expected. They went on to say that this could
Teaching” of 10 lecturers and 250 students of the be due to a variety of obstacles associated to
Islamic Azad University of Roudehen branch. reflective practices, including a lack of freedom
The study found that the teacher journal proved of speech, a lack of understanding of the benefits
to be the most productive reflective instrument, of reflective teaching, and a lack of prior
followed by peer observation and finally input experience. Hence, they noted that one of the
from students. Consequently, teachers have the most significant obstacles to reflective practice is
options to employ numerous reflective practices a lack of time for reflection. Teachers confront
to promote effective teaching. a variety of problems while implementing
Due to the importance of reflection, two reflective activities in general. According to
education colleges in Bhutan also encourage Gheith and Aljaberi (2018), instructors rarely
student teachers to engage in reflection, since ask their colleagues to evaluate their teaching
reflective practices have a significant impact on techniques or also do not enable students to freely
their teaching careers. Korucu Kis and Kartal voice their ideas on their teaching methods.

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All of the participating teachers in the being selected as the sample based on their
study titled “Teachers’ Reflective Practice and assessment of their existence of the desired
Challenges in an Indonesian EFL Secondary characteristics exhibited by participants (Cohen
School Classroom” said that workload and a et al., 2018). Bernard (2017) also noted, that
lack of time to reflect were two major factors in addition to required traits being sought,
that made it difficult for them to reflect (Sunra willingness to participate in study, further the
& Nur, 2020). Further, according to Bawaneh et capacity to convey views in a coherent, expressive
al. (2020), the minimal use of reflective teaching and reflective way by participants is also sought.
practice among science teachers may be attributed Participants were pre-selected based on a
to serious socio-economic problems that have a set of criteria in this study. According to Moser
detrimental impact on the teaching profession. and Korstjens (2018), criterion sampling is
Additionally, they also noted an important factor used in phenomenology, in which participants
that is shortage of time owing to the academic must fulfill required criteria. They further
and administrative demands placed on teachers reiterated that the participant’s experience
that may be seen as an external element. Further with the topic under investigation is the crucial
they reported that the above-mentioned factors factor. Phenomenological research, on the other
might impede any sort of educational critical hand, must have needed participants to have
thinking and reflection. sufficient perceptions of the phenomena under
investigation (Moustakas, 1994). Thus, the
4. Methodology researcher gathered the required information
4.1. Research design from three Physics teachers from two Higher
In this particular study, a qualitative approach Secondary Schools teaching classes eleven
is ideally suited as the research design. In to twelve and four Physics teachers from two
addition, the qualitative method has a long history Middle Secondary Schools teaching classes nine
of its use in education and the social sciences to ten. For the participant to be anonymous and
(Denzin & Lincoln, 2005). Williams (2007) confidential, participant teachers were labelled
noted that special characteristics of qualitative as, T1, T2... T7 reads the names of the teacher
research are social events that are investigated concerned as T and the numbers 1-7. In all the
considering participants’ views. He added that excerpts, these marks were included.
poststructuralist framework is employed in
qualitative research.
4.3. Data collection methods and instruments
Since this research explored reflective
practices used by Physics teachers which involved Since the study targeted the exploration of
describing lived experiences of the phenomenon reflective practices used by Physics teachers,
and collecting experiences from different the viable tools employed were face-to-face
individuals, phenomenology as a research design interviews, post-lesson conferences, document
is felt apt for the study. Creswell and Creswell analysis and classroom observations. Like other
(2018) described phenomenological research as a qualitative research, phenomenological research
philosophy and psychology approach in which the uses many techniques, including interviews,
researcher describes people’s lived experiences observations, action research, conversations,
of events from the perspectives of participants. focus group meetings, and text analysis (Qutoshi,
They further added that for his explanation lies in 2018). One strength of using multiple data
the essences of the experiences, which has been sources is it allows the researcher to verify and
confirmed by a large number of people who have cross-check results.
all witnessed the phenomenon.
4.3.1. Classroom observation
4.2. Population and sampling Halim et al. (2018) characterized classroom
Purposive sampling, a feature of qualitative observation as being present in the classroom for
research, was used in this study, with participants the purpose of observation and reflection in order

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to learn. They further asserted that observation of is English for the schools in Bhutan. Each
the classroom consists of evaluating and noting interview lasted for an average of 90 minutes.
important events in the classroom. The study Each interviewee was given a transcript of the
used observational protocol (Creswell, 2009) to interview later on. The transcript was read and
record descriptive notes. Later, the notes were checked for an accurate record of interview
summarized and organized into an overall picture information.
of events, circumstances and context.
Each observation of the lesson was 4.3.3. Document analysis
accompanied by a post-lesson conference with According to Creswell and Creswell (2018),
the concerned teachers. The post-conference qualitative documents such as public documents
happened immediately after the lesson. In the (e.g. newspaper, minutes of the meeting, and
post-lesson conference, a set of questions were official reports) or private documents (e.g.
asked where participants had to discuss about personal journal diaries, letters, and e-mails)
the progress of lesson delivery and participants are there for the research process. Moreover, as
were asked how they would conduct the class a part of the research project, documents might
differently if they had to re-teach the same lesson. have multiple purposes. In this study, documents
Questions from the post-lesson conference were such as the Science Curriculum Framework of
adopted from the thesis by Daker & Latchanna Class PP-XII, textbooks, notebooks and daily
(2017, p. 94). lesson plans of Physics teachers were analyzed.
Bowen (2009) suggested five basic roles
4.3.2. Semi-structured interview of documentary content: First the documents
According to Miles and Gilbert (2005), semi- should describe the settings in which participants
structured interviews are conversations that work. Second, documents serve as a guide
lead to the resolution of issues necessary for the for asking follow-up inquiries and making
accomplishment of the objectives. Saunders et observations. Third, further research data is
al. (2009) found that interviewing is important provided as additional knowledge. Fourth,
to answer research questions for the achievement documents provide a means of assessing growth
of a goal. Hence, a semi-structured face-to- and development. Finally, documents can be
face interview with seven Physics teachers examined for the purpose of validating findings
were involved in this study to explore reflective or supporting information from other sources.
practices, components that guides the selection The analysis of the documents process started by
of the particular strategies/ or methods and reading each document, for example, the Science
challenges associated with it. This method was Curriculum Framework of Cass PP-XII , Physics
the primary source of data for this study and teacher’s lesson plans and the students’ notebook,
questions were adopted from the thesis by Daker and noted the words or sentences that indicated
and Latchanna (2017, p. 94). it was used to elicit reflective teaching practices. Then researchers
the research questions that focus on a selection coded the words or sentences that appeared as
of particular strategies, reflective practices reflective practices.
used and challenges while employing reflective
approaches. 4.4. The analysis process
Researchers were careful not to ask closed or The data for this study was initially analyzed
yes/no questions and avoided interrupting while according to the data source, which involved
replying to the questions. After the interview, sorting and combining the data collected through
the researchers thanked everyone and gave the the data collecting method. Data analysis along
interviewee an opportunity to ask any questions with data collection was an ongoing method
they had regarding the interview or the research. for this study. The researcher can undertake
All the interviews were performed in English elementary data analysis while collecting and
and audiotaped since the medium of instructions analyzing data at the same time (Creswell, 2012).

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The analysis procedure, however, was stringent from various sources (Creswell, 2009). Within
because it mandated no loss of the viewpoints of this context, data was collected for this study
the participants, the transcripts were read and re- using various data sources or methods of data
read line by line. Manual coding was the primary collection such as class observations with post-
measure taken during the study to organize, lesson conference, Semi-structure interview
categorize and make sense of the data. Finally, and Document analysis. The class observation
Words, phrases, sentences or paragraphs were accompanied by post-lesson conference and
bound for color codes. semi-structured aided researchers to draw
The review of the document process started lived experiences of the participants. Lastly the
with the reading of each document such as the documents analysis reinforced to check and
Science Curriculum Framework of Class PP- confirm the lived experiences of the participants.
XII which guides curriculum organization
and content, lesson plans framed by Physics 5. Results
teachers every day, and notebooks maintained This section presents the results generated
by students. The words or phrases suggesting from the qualitative data, based on teachers’ face-
reflective practices were noted. Then researchers to-face semi-structured interviews, classroom
coded the words or phrases that have emerged as observations, post-lesson conferences, and
practices of reflection. The results from various document analysis. Overall three themes were
data sources were compared and analyzed for generated: Physics teachers’ reflective practices,
similar trends after the conclusion of the research, factors promoting reflective approaches and
which can be regarded as important findings of challenges Physics teachers face in using
the report. It was verified by the researcher as reflective practices.
relevant outcomes. Once it was confirmed, the The data analysis revealed three sub-themes
researcher collapsed the themes that emerged and each of the themes is discussed below.
from the different data sources.
5.1. Physics teachers’ reflective practices
4.5. Validity and reliability Physics teachers were asked about reflective
Creswell (2009) contends that many practices they used. The data analysis revealed
perceptions in terms of definition, terms and three sub themes from the first theme of Physics
procedures exist regarding the importance of teachers’ reflective practices: self-reflection,
validation in qualitative research. In his words: different strategies and skills, and feedback.
"Qualitative validity means that the researcher
checks the accuracy of the findings by employing 5.1.1. Self-reflection
certain procedures while qualitative reliability Reflecting mentally and analyzing one’s
indicates the researcher’s approach is consistent teaching is an important component of the
across different researchers and different teaching and learning process. Reflecting
projects" (p.190). This is equivalent to reliability, personally at the mental level is termed as self-
and is consistent with data gathering methods or reflection in this study. Analysis of data from the
analysis processes provide consistent results over interview transcripts indicated that participants
time by the same or various observers (Daker & T1, T3, and T4 reflect mentally during the process
Latchanna, 2017). of teaching and learning. For example, T1 said,
According to Denzin (2012) the application “my reflection is completely informal and I
of many techniques, or triangulation, shows an reflect on a personal level”. Likewise, T3 and
effort to obtain a comprehensive knowledge T4 stated that they do self-analysis/evaluation
of the phenomena under consideration and and mental reflection. Additionally, T4 used
further one can never grasp an objective reality. reflective practices such as self-assessment and
Moreover, it is a mechanism for substantiating peer teaching.
evidence to shed light on the theme or insights In this way, the participants of the study were

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found to be engaging in informal reflection such classroom observation showed that participants
as personal self-analysis, and mental reflection. incorporated various strategies and skills for
They informed that they undertake such reflective evaluating the effectiveness of teaching.
practices to look for ways and means to deliver
the lesson meaningfully and at the same time to 5.1.3. Feedback
bring improvement to their classroom practices. When asked about different reflective
However, the participants noted that they do not practices, few participants stated getting students’
resort to any specific reflective practices, yet they feedback on their teaching. T7 mentioned “I
reflect personally to improve their future lessons. usually video record, get students’ feedback and
sometimes reflect through assessment of data and
5.1.2. Different strategies and skills test scores. I also reflect our teaching through
To elicit reflective practices used by peer observation and micro-teaching but it
employing different teaching strategies, happens on a few occasions only”. Additionally,
participants were made to share diverse teaching T7 said he uses video recording, assessment of
and learning methods used so that participants data, and test scores from the students and also
gauge the effectiveness of strategies and skills by students’ feedback. Similarly, T6 pointed out that
reflecting on it. Most of the participants are of the he gauges the students’ understanding of lessons
view that they mostly used the lecture method. taught in the following ways:
Alternatively, they also used other methods such Reflective approaches in my case is usually to
as group work, presentations by students, and do with enhancing my own classroom practices.
practical. For instance, T1 said: For instance, in the process of the lesson, I just
"In my case, I always make use of the lecture collect the perspectives of students whether they
method, where my input is always more and in understand or not. Sometimes I check students’
understanding of the lesson through a simple
some cases in rare cases I also go with the group
class test. Through the test, if the students do
work presentation and I also make use of ICT
well, then I get the feeling that I have done well.
wherever it is needed."
Sometimes if students are not able to perform
T3 and T5 stated that they mostly use the well then that is the indication that my lesson
lecture method, however, sometimes they also use might have not gone well. Therefore, I usually
other methods such as group work, presentation, prepare some sort of remedies for the future.
and question-answer sessions. When asked what Some participants asserted that they employ
guided the selection of particular strategies
different activities for students in the class.
and methods, T2 said “We do not use specific
Simultaneously, they also give appropriate
strategy or method, we just use any type of the
feedback to students for their future learning.
strategy whatever comes to our mind while we
Correspondingly, researcher’s notes from
are in the process of teaching. Hence, I don’t
classroom observation indicated that participants
focus on a single strategy or skill”. T2 further
added, “sometimes I use a demonstration, I also mainly rely on asking questions during the
use activity-based teaching. So, simultaneously, process of teaching. They also provided required
teachers use different strategies while teaching. feedback on the responses of the students.
We do not fix on a single strategy or method”. Hence during the teaching and learning process,
Data from the documents like lesson plans by participants made frequent use of question and
Physics teachers and notebooks maintained by answer sessions to provide feedback. Participants
students clearly indicated that participants do asked questions to check their comprehension of
not restrict to one particular strategy or skill. the lesson by students. Moreover, it was observed
Different strategies and skills assess the needs in that analysis of document such as notebooks
and suitability of students learning, thereby maintained by students that participants also
promoting reflective practices of Physics provided feedback following appropriate rubrics
teachers. Moreover, the researcher’s notes from with criteria on classwork and homework.

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5.2. Factors Promoting Reflective Practices 5.2.2. Class questions

This theme discusses the factors that promoted Asking questions in the class is essential to
reflective practices. The analysis of data revealed enhance reflective thinking. The way questions
three significant subthemes that promoted are asked and the types of questions asked have a
reflective practices and thinking abilities of critical role in making the lesson meaningful and
students: Class activities, class questions, and as well as in enhancing reflective practices. The
responses by students. findings of this study indicated that classroom
questioning was used frequently in the class.
5.2.1. Class activities For example, the participants remarked that
Qualitative data revealed that participants they use both formal and informal questions to
resort to varied strategies to promote reflective check students’ understanding of the lesson and
practices and enhance the reflective thinking of to promote students’ reflective thinking as shared
students. For example, T2 and T4 believed that by T1:
if they provide activities in the class, it promotes "In my case, I always use questions in
reflective practices of teachers and reflective informal and formal ways during the delivery
thinking abilities of the students. Besides, T2 also of the lesson. Time and again, I ask questions to
stressed that the use of the three-two-one method the students, and when students give an answer,
promoted students’ reflective abilities as they are it also indicates to us that they are following
expected to list three things they learned, two the concepts. So, in my case, I always use the
things that they have not learned in the lesson, questions, and not only is that one practice that
and one thing that they want to learn in the future I have in fact also used questioning during the
lesson. interview or viva session."
The participants felt that by assigning Besides, questions were also used to recap
activities, teachers and students can evaluate lessons. Accordingly, students are also made to
whether the delivery of the lesson was satisfactory ask questions. Such techniques were also used
or not. Likewise, during post- lesson conference, to track students’ understanding of the lesson as
participants were asked how they would conduct well as their level of attention. For instance, T6
the class differently if they had to re-teach the explained, ‘‘one thing that promotes reflective
same lesson. Few participants expressed that they thinking ability is I allow students to ask
would include more activities (T2, T3 and T7) questions’’. Moreover, students are also made to
as activities allow students to think. Likewise, share their thoughts on the day’s lesson. In sum,
some of the participants expressed that they will the participants mostly asked questions and made
make their future lessons more student-centered students share their opinions at the end of the
by incorporating more activities. Students are lesson as a way to facilitate reflective practices
also expected to utilize real-life examples to and the thinking abilities of the students. Further
demonstrate a concept or lesson, or to look for analysis of documents such as lesson plans and
further information in the library for that topic notebook maintained by students also revealed
(T2 and T4). Researchers’ notes from classroom that participants incorporated questions in the
observation also unveiled teachers assign various lesson. Similarly, Science curriculum framework
activities in the class to evaluate students’ from classes PP- XII requires asking questions
understanding, so that teachers can reflect on and defining problem under scientific methods
the effectiveness of the activities assigned. and engineering practices for fulfilling certain
Documents like lesson plans and notebooks learning objectives.
contain activities particularly numerical
questions. Science curriculum framework from 5.2.3. Responses by the students
classes PP-XII also requires students are also Data indicated that most of the participants
required to use Mathematics and computational opined that the responses from students motivated
thinking and carrying out STEM activities. them to reflect on the lesson taught. For example,

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T3, T4, and T5 voiced that students’ responses need internet services for additional information
and attitudes while teaching makes them reflect related to the content. So, I think to have good
on their teaching and learning process. T3 and T5 reflective practices, we also need to have
said that students’ responses determine how the resources."
lesson was delivered. For example, if students Hence, participants felt that resources are
respond and explain well, it is an indication that needed for promoting reflective practices. In the
the teaching was effective and vice versa. words of T2, lack of resources impacts teaching
Similarly, T4 shared that when students as teachers are not able to apply different methods
exhibited enthusiasm in learning by being active, and strategies. To employ different teaching
it is an indication that the teaching was excellent. strategies, relevant and adequate resources
Similarly, class passivity indicates that the are needed. This makes teachers resort only
teaching may not have been as successful as it to the lecture method. One participant further
should be. In this line, the participants felt that specifically mentioned that teachers need specific
the responses and attitudes exhibited by students resources and facilities such as internet as it helps
in the class promoted reflective practices. In in planning interactive lessons. Seeking diverse
addition, researcher’s of class observation information from the internet for good teaching
indicated that students sometimes responded in and learning process is crucial, therefore use
groups to teacher’s questions. On the contrary, of the internet and IT resources while teaching
there were some students in the group who did facilitates reflective practices where participants
not respond to teacher’s questions, indicating reflect on the effectiveness of the teaching and
that the lesson was not well received by learners. learning process. Therefore, a lack of resources
acts as a hindrance to promoting reflective
5.3. Challenges Physics teachers’ face in using practices.
reflective practices
Participants believe that reflective practice 5.3.2. Time constraint
is essential, however, interview data unveiled The qualitative data revealed time limitation as
some of the challenges associated with reflective another factor that impeded reflective practices.
practices. The data analysis revealed three For instance, T1 stated that it is difficult to
challenges that the Physics teachers’ face in practice reflective practices due to limited time
using reflective practices which included lack of as reflective practice requires more time.
resources, time limitation and workload. "I think the limits may be time constraints.
Every time we reflect too much in the class,
5.3.1. Lack of resources especially on the student’s part, if we ask them
Participants stated that lack of resources hinder to reflect frequently, we may sometimes land up
reflective practices. For example, participants nowhere. Sometimes students fail to answer, and
mentioned that teachers need adequate resources we may lose time. However, if the teachers talk
to promote reflective practices. Likewise, internet and provide the content directly, then it saves
services are crucial as they aid in locating the time."
information that is relevant for the effective As a result, participants felt that they could not
teaching of content which facilitates reflective focus on reflective practices. Moreover, heavy
practices. To illustrate the point, T1 explains as content obstructed them to practice reflection as
follows: teachers rushed to cover the syllabus. In this way,
"Another factor that can affect reflective all participants felt that they focused more on the
practices is resources and if we don’t have it, we content than on reflective practices. One of the
cannot do anything. And especially during this factors that hampered reflective practice was the
time of the year I think what the school needs is bulky syllabus as revealed by T6, ‘‘the coverage
good internet service. So, if the internet service of syllabus and mandate to complete content on
is very slow, I think it doesn’t help. Because we time despite students’ pace of learning is seen

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as a difficulty to practice reflective practices’’. 6.1. Physics teachers’ reflective practices

Moreover, participants find themselves involved 6.1.1. Self-reflection
in correcting students work such as homework, The finding of the study indicated that few
class work and project work, etc. which takes participants performed self-reflection at the
away lot of their time. Hence, the participants mental level. They shared that during the process
expressed that these factors inhibited them from of teaching and learning, reflection done is at
promoting reflective practices in the classroom. the mental level. Self-reflection was used to
find the ways and means to deliver the lesson
5.3.3. Workload meaningfully. This corroborates the findings of
Participants expressed concern about handling Johns (2009), who said that reflection is a process
many periods and due to huge classroom burden, where one takes responsibility in critically
their reflective practices are largely impacted. For examining the practice. Akin to finding the ways
instance, during the interviews when participants and means to deliver the lesson meaningfully
were asked about the challenges of reflective by the study, necessary modification of actions
practices, T1 shared his view in taking many is emphasized by participants in the study. This
subjects as an obstacle as stated: is consistent with the definition of reflection
"If the teacher is burdened with so many by Nguyen et al. (2014) where reflection is a
periods like for this school now. To be honest, process of focusing on the change of outcome by
again, we have many periods where we are critically examining one’s plans and executions.
burdened with a considerable number of periods. Literature also suggests that reflection should
With a lot of periods and a heavy workload, I allow people to remain open to change while
think we get little time to do the reflection." performing activities (Kidd & Czerniawski,
Similarly, T7 asserted that he is also burdened 2010; Yuen Lie Lim, 2011). Further, Daker and
with a considerable number of periods and latchanna (2017) stated that reflection in teaching
different subjects that they are made to teach consists of deliberate recall and remembrance
due to which they are not able to find time for for assessment and decision making. This was
reflective practice. also evident in the findings of this study where
In Bhutan, Physics teachers are made to teach participants always thought about improving the
general science subjects from classes seven to teaching and finding ways and means to deliver
eight. If Physics teachers are placed in Higher the lesson meaningfully.
Secondary Schools, they teach both classes
eleven to twelve and lower science classes, 6.1.2. Different strategies and skills
ultimately leading to overburdening them with Most of the participants expressed their
many subjects to teach and as a result, they views stating that strategies and skills used
find it difficult to manage time. Additionally, in the classroom are mostly dominated by
participants were responsible for twenty-two to lecture methods with other methods like group
thirty periods per week, each lasting between work, presentation, assigning activities, and
forty and fifty minutes. Thus, having to teach questioning. This could be because of the time
many subjects in different classes hampers constraint and heavy workload where Physics
teachers from practicing reflection teachers mostly focused on the coverage of the
syllabus. Further working in small groups for
6. Discussion presentations in the class can make students
The results consisting of three major themes take responsibility, thereby, critical thinking
are explained in the context of previous literature. is developed by students working with interest
The Physics teachers’ reflective practices are (Falk-Ross & Hurst, 2009). The finding of this
discussed under three sub-themes, namely self- study showed that after group work students are
reflection, different strategies and skills and made to present their work in the class, thus,
feedback as detailed below. students seriously perform their work.

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This study indicated that participants concurs with the finding by Tok and Dolapçioglu
predominantly used lecture method, however, (2013), who conveyed the idea that educators
participants were also engaged in other methods should be receptive to their students’ viewpoints
like group work, presentation, activities, and include them in decision-making.
and ICT depending on the topic and content.
Documents like lesson plans by Physics teachers 6.2. Factors promoting reflective practices
and notebooks maintained by students clearly The factors that promote reflective practices
indicated that participants do not restrict to one are discussed under three sub-themes, namely:
particular strategy or skill. The researcher’s note class activities, class questions and responses by
of observation revealed that physics teachers students.
evaluate the effectiveness of teaching thereby
promoting reflective practices. Different strategies 6.2.1. Class activities
and skills evaluate the needs and effectiveness of In this study, class activities consist of group
students learning, thereby promoting reflective activities and individual activities. According
practices of Physics teachers. This suggested that to a study that looked at ways to model critical
better teaching of Physics involves a thorough thinking in middle and high school students,
understanding of the subject, as well as suitable class activity and small-group inquiry circles
pedagogies to enhance teaching and learning were excellent tactics for promoting critical
(Milner-Bolotin, 2016). This brings us to the and reflective thinking (Falk-Ross & Hurst,
conclusion that effective teaching and learning 2009). Such claims were evident in this study
are affected by many factors such as different where some participants shared that they assign
strategies, skills and activities. group activity as it allows students to discuss
and critically reflect on the tasks before the
6.1.3. Feedback presentation. As they have to present their work,
Few participants of the study emphasize students tend to take responsibility for their
on the inclusion of feedback sessions by video work by critically thinking and discussing. The
recording, assessment of data, and test scores participants indicated that assigning activities in
of the students and directly seeking students’ the class leads to developing reflective thinking
feedback on their lessons. Such practice allowed for both teachers and students and students begin
teachers to modify their lessons for students’ to take responsibility for their learning.
better understanding and clarity. This finding of Similar to that of Tok and Dolapçioglu (2013),
the study aligns with the finding of the study by who stated that in order to implement learner-
Naseer et al. (2020) where teachers incorporate centered instruction, teachers must consider
feedback sessions in the class to improve their individual needs during the teaching process
lessons. and cater to students of all levels by adding
Analysis of document such as notebooks a variety of activities. They expressed that
maintained by students indicated that participants teachers should be open to students’ opinions,
also provided feedback following appropriate and involving students in decision-making.
rubrics with criteria on classwork and homework. Furthermore, according to Olaya Mesa (2018),
Feedback sessions were introduced into the when teachers are motivated and include various
teaching and learning by gathering students’ activities, students will be inspired as well, and
perspectives; also, class tests were done to as a result, students will have a favorable attitude
determine if students had grasped the concept about the activities in class. Such findings were
taught or not. If pupils do not do well, teachers even noted in this study whereby teachers stated
devise a solution. Asking questions in class to that they conduct activities to motivate students
assess if students have comprehended the topic towards their learning. Documents such as
was also a kind of feedback by participants from notebooks maintained by students revealed that
the researcher’s note of observation. This finding teachers assigned different numerical problems

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as activities, further occasionally group activities methods and engineering practices for fulfilling
were assigned. Even during class observation certain learning objectives (Department of
students were assigned with activities of Curriculum and Professional Development,
solving numerical problems whereby teachers 2022).
can gauge students’ interest and participation
thereby triggering teacher’s reflection. The 6.2.3. Responses by the students
Science curriculum framework from classes Participants shared that questions allow them
PP-XII requires students are also required to to reflect on students’ responses and students’
use Mathematics and computational thinking attitude allow them to determine the effectiveness
and carry out STEM activities (Department of of their teaching. For example, if students
Curriculum and Professional Development , participate and if they are proactive in the class,
2022). teachers assume that they are teaching well. On
the other hand, if students do not show enthusiasm
6.2.2. Class questions in the class, teachers assume that they may have
In both teacher-centered and student-centered to change their teaching skills or strategy. Hence,
learning, classroom questioning is an important reflective teachers concentrate on the attitudes of
component to facilitate thinking (Falk-Ross students towards learning (Ashraf et al., 2016).
& Hurst, 2009). A study by Utha (2015) on Further, Impedovo and Malik (2016) also pointed
“Formative Assessment practices in Bhutanese out that reflective practitioners practice different
Secondary Schools and its impact on the Quality strategies to consider behaviors of the children
of Education” with teachers revealed that and to keep an everyday record of important
questioning is an integral tool for many reasons. events.
Asking questions measure students’understanding Reflection can take place not only at an
of the lesson, motivates low achievers and helps individual level but also in a group. Krutka et al.
grab students’ attention. Further, it checks the (2014) suggested that reflection done with a peer
fulfillment of lesson objectives by teachers. helps people as they refine, develop, and promote
Supporting Utha (2015), the present study’s teaching skills from diverse perceptions. Teachers’
finding showed that participants asked questions need for being professional is contributed by
formally and informally numerous times to check factors such as diversity of students, objectives,
for understanding of the concept. and contexts (Çimer et al., 2013). Hence, the
Findings from this study also indicated that finding from this study agrees with Krutka et al.
participants asked a variety of questions during (2014) as responses by a group of students and
class observation. Further, participants asked attitudes of students during classroom teaching
questions to recapitulate the lesson taught. and activities makes the participants of this study
According to the participants, recapitulating the reflect on their teaching considering numerous
lesson taught helps develop students’ reflective views and perspectives.
thinking abilities. This finding is similar to
that of Falk-Ross and Hurst (2009), who stated 6.3. Challenges Physics teachers’ face in using
that asking questions during the lesson triggers reflective practices
reflection. One way of doing it is by letting The challenges Physics Teachers face in using
students express their queries and support their reflective practice are discussed under three sub-
queries with a positive attitude (Higgins, 2015). themes, namely lack of resources, time constraint
This was evident in this study as few teachers and workload as detailed below.
provided a platform for students to share and
ask questions as it is an important tool to build 6.3.1. Lack of resources
students’ reflective ability. Science curriculum Rashidi and Javidanmehr (2012) shared
framework from classes PP- XII requires asking frustration regarding factors such as rules and
questions and defining problem under scientific regulations of institutions and schools impeding

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reflective practices. Further they stated that coverage of the content rather than reflective
financial restrictions and a scarcity of textbooks practices. Participants also mentioned that they
are other stumbling blocks for reflective need to cover the content on time and correction
practices. Linking to this, data revealed that the of students’ notebooks and project work impedes
participants were not happy with the speed of the the practice of reflective practices. The finding
internet as it obstructed them in searching for corroborates teachers’ maximum time is used up
additional resources and information related to in correcting students’ work, hence teachers get
the content. Hence participants were forced to use inadequate time (Ashraf & Rarieya,2008). This
lecture method thereby neglecting their reflective brings to the conclusion that factors such as lack
practices. This concludes that technology has a of time inhibit teachers’ reflective practices.
crucial role in promoting reflective practices.
It appears that in parallel with Tajik and 6.3.3. Work load
Ranjbar (2017), lack of chances for instructors In this study, several different subjects
to upgrade and autonomy was categorized as shouldered by teachers are considered
self-directional issues, as well as institutional as workload. Thus, the heavy workload
issues such as diverse and overcrowded classes, shouldered by participants act as an impeding
were reported in their study. Several participants factor in reflective practices. Tajik and Ranjbar
in this study also mentioned resources as a (2017) pointed out self-directional problem
major constraint besides crowded classrooms. that hampered reflective practice, their study
Especially lack of adequate computers was identified a lack of interest and a severe
mentioned as a lack of resources, which in turn
workload. However, participants of this study
hampered reflective practices by not being able
did not express their lack of interest in reflective
to plan interactive lesson plans.
practice. The teacher respondents of the study
by Minott (2010) strongly also agreed that they
6.3.2. Time constraint
are involved in either additional tasks or were
One of the findings of this study showed that assigned with prescribed teaching hours.
the teachers rush to complete the prescribed
As evident from the findings, teachers deal
content within the stipulated time. Few
with many subjects. They are even made to teach
participants stated that they failed to promote
reflective practices since they focus more on the science for lower classes apart from Physics.
coverage of the content. This makes the teachers Therefore, a constant reflection on their teaching
deliver the content directly. A finding of this seems very limited. Further few of the participants
study coheres with that of Tok and Dolapçıoğlu argued that if teachers are provided with a
(2013) who upon exploring reflective practices single subject or discipline, detailed reflection
in Turkish primary school teachers emphasized on the subject is possible. This resembles the
the bulky curriculum and packed classrooms finding made by Wangdi (2016), who stated that
acted as impediments to instructors engaging workload and a lack of time were two factors that
in reflective exercises. Furthermore, a study by hampered reflective practices. He further added
Kano et al. (2017) indicated that due to a scarcity that reflecting and using reflective practices was
of time, teachers are unable to model reflective not feasible during the lesson.
behavior in pupils.
Tajik and Ranjbar (2017) specified that 7. Conclusions
institutional issues such as institutions policy act Reflective practice provides an avenue for
as obstructions since teachers have to complete teachers to constantly review and improve their
prescribed amounts of content within the given practices to effectively counter the needs of their
time. As a result, teachers do not have ample students. Teachers focusing on reflective practices
time to perform reflective teaching. The finding constantly update and expand their professional
of this study reported that teachers focus on knowledge to meet the increasing need of diverse

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students. Reflective practices are a process where for gathering additional information for better
teachers consider what is currently done, why it learning, inadequate time and tremendous
is being done and how well students are learning. workload. Thus, these challenges have greatly
Reflective practices of Physics teachers have impacted the reflective practices of teachers.
been explored in this study. As per the findings,
three broad themes with nine sub themes have 8. Limitations and recommendations
been revealed from the study. The following The limitation of the study is in terms of research
conclusions can be drawn from the present study. sites selection. This study selected research sites
Physics teachers practiced diverse reflective as per the researcher’s convenience. Thus, all
practices which include self-reflection and the four schools included in the study are from
reflecting while incorporating different the eastern part of Bhutan. Another inadequacy
teaching strategies and skills. Teachers also is with regard to the lack of prior studies done
focused more on lecture methods although they in Bhutan. The literature studies involved in this
practice different teaching skills and strategies study were based on research conducted mostly
sporadically. As a part of reflective practices, in other countries, therefore, the context remains
extensive feedback was given to students and at different. Thus, to make the result more reliable,
the same time, teachers collected feedback from further research can be undertaken by gathering
students. Physics teachers also asked questions data from wider parts of nation.
to gauge the comprehension of the content being
taught thereby promoting reflective practices. Ethical consideration
Reflective approaches are determined by The researchers had obtained the necessary
three factors: classroom activities, teacher-asked clearance from relevant authorities and officials
questions, and students’ responses. Classroom to conduct the study.
activities are assigned to promote the reflective Acknowledgment
practices of students, students’ responses clearly We would like to thank the Chief District
indicated whether the lesson taught in the class is Education officer (CDEO) of Trashigang,
effective or not. Finally, teachers also encountered Principals and Physics teachers of Bartsham
several challenges while engaging in reflective Central School, Jampeling Autonomous School,
practices in the class including lack of access Dungtse Central School and Trashigang Middle
to good internet services and IT infrastructures Secondary school.
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