Reflective teaching a requisite for Teacher Professional Development-A case Study in secondary education in the Kingdom of Bhutan

Abstract

This study attempts to present reflective teaching practice as a tool for educators for continued professional development. Reflective teaching allows to adopt and develop classroom practices making educator a lifelong learner. Enhancing the quality of teacher to improve the quality of education is one of the strategies of education system of many countries ,including Bhutan. Education system of Bhutan is built on the unique Bhutanese values of tha dam- tshig ley gjudrey and philosophies of child centeredness, inclusivity and lifelong learning. Upholding these values, educator must engage in introspecting their teaching practices, analyzing how something was taught and ways to improve/modify practices to enhance academic performance of the learner. The purpose of this paper is to promote reflective thinking and reflective teaching practice among educators and adopt better technique of teaching methods to suit the evolving learning need of the students. It is also to encourage continuous enhancement of teaching profession. It incorporates the case study carried out for a considerable group of students in the class levels where the researcher was teaching. The case study throws some light on how different components of classroom teaching is implemented and identifies adjustments required.