Exploring the Reflective Teaching Practices of Pakistani and Saudi Arabian Elementary Teachers: A Cross-Case Analysis

Abstract

This research intends to explore the level of adopted reflective teaching practices of Pakistani and Saudi Arabian elementary school teachers. A qualitative research methodology was adopted to collect data both from Pakistani and Saudi Arabian elementary school teachers. An equal number of teachers participated in this research. Thus, in total, 30 teachers showed their agreement to take part in this research. The interview protocol was designed based on Kolb’s model of reflection. All the data were transcribed verbatim for analysis. A cross-case analysis was performed to identify the results. Our findings suggest that there is not a major difference between Pakistani and Arabian elementary teachers given their reflective practices. Out of four components of Kolb’s model of reflection, the results on two components, reflective observation and active experimentation, were the same for Pakistani and Arabian teachers. While on further two components, concrete experience and abstract conceptualization were adopted differently by Pakistani and Arabian teachers. Limitations and recommendations for future research were discussed.

Promoting Reflective Practice for Professional Development of Teachers through the Lens of College Principals: A Qualitative Research Inquiry

“…Moreover, Maksimovic and Osmanovic (2018) recognized reflective practice as a vital aspect of promoting the quality of teaching. Furthermore, Zahid and Moreover, it is pertinent to mention that the concept of reflective practice is emerging as a new trend in the world of academia in Pakistan (Zulfqar et al, 2022). In addition to this, Ashraf and Rarieya (2008) described that in low-income nations, to which Pakistan belongs; the concept of engaging in reflective practice is new.…”