To examine the Critical Thinking and Reflective Practices: Perspectives of Novice and In-Service Teachers

https://doi.org/10.5281/zenodo.18297886

Abstract

This study examines how novice and in-service teachers conceptualize critical thinking and reflective practices, as well as the extent to which these pedagogical orientations are operationalized within classroom contexts. Adopting a descriptive interpretive research design, data were collected through a structured questionnaire aimed at eliciting teachers’ perspectives on instructional practices, questioning strategies, reflective cycles, metacognitive processes, self-regulated learning, and the perceived role of artificial intelligence in education. The analysis of responses from 24 teachers revealed a strong consensus regarding the transformative value of reflective and critical pedagogies in enhancing teaching and learning processes. Despite this shared philosophical commitment, participants reported persistent challenges, including limited time for reflection, insufficient opportunities for professional dialogue, and inconsistent integration of higher-order cognitive strategies and digitally mediated instructional practices. The findings indicate a notable disparity between teachers’ pedagogical beliefs and their classroom enactment, highlighting the need for supportive institutional frameworks, targeted professional development, and sustained learning opportunities to facilitate the effective implementation of reflective and critical teaching practices.