Reflective teaching as praxis: Examining the role of teacher reflection in transforming classroom practice

This study explores reflective teaching as a form of transformative praxis within pre-service teacher education, grounded in critical pedagogy and experiential learning. Using a qualitative case study approach, the research focused on 18 pre-service teachers and three lecturers over 4 weeks in a South African university-based general teacher education program. Data were collected through reflective journals, peer-led discussion groups, and semi-structured interviews, and were thematically analyzed to capture emerging patterns in reflective growth. Findings indicate that ongoing engagement with reflection enabled pre-service teachers to challenge assumptions, rethink their approach to learner diversity, and adopt more inclusive, student-centered strategies. Lecturer modelling of reflection and dialogic peer feedback proved essential in shaping reflective depth. Participants demonstrated improved self-awareness in their teaching approaches. The study concludes that when embedded systematically into general teacher education programs, reflective practice functions not merely as an introspective tool but as a catalyst for curriculum transformation and professional development. Recommendations are made for institutionalizing reflection through curriculum integration, sustained mentoring, and professional learning communities that promote critical inquiry.