Examining the Current State of Reflective Teaching Practices Among Newly Appointed Primary School Teachers

Abstract

This study focused on three newly appointed primary school teachers in City D as research subjects. Utilizing research methods such as interviews, text analysis, and observation, the findings revealed that these teachers exhibited a substantial grasp of teaching reflection. The predominant emphasis in their teaching reflection levels was observed at the technical reasonable reflection and practical action reflection stages. To enhance the reflection levels of these novice teachers, it is recommended to foster their professional ethics, institute a diverse training system, and enhance the school’s infrastructure and institutional support systems.