Role of Reflective Practice in Teacher Identity Formation: A Qualitative Perspective

This qualitative study explores the role of reflective practice in the formation and transformation of teacher identity, focusing on both pre-service and in-service teachers in India. Reflective practice, a process of critically examining one’s teaching experiences and decisions, has been recognized as a significant tool for professional growth. The research aims to examine teachers’ perceptions of reflective practice, investigate its contribution to teacher identity development, and identify the methods and contexts through which reflective practices are engaged. Additionally, the study explores the challenges and barriers teachers face in practicing reflection and their impact on professional identity formation. Data was collected through in-depth interviews, reflective journals, and document analysis, revealing that while pre-service teachers view reflection as an academic requirement, in-service teachers regard it as essential for professional survival and development. The study highlights the importance of providing structured support for reflective practices, particularly for novice teachers. It also identifies time constraints, lack of mentoring, and institutional barriers as significant challenges in the effective implementation of reflective practice. Findings suggest that reflective practice plays a critical role in shaping teachers’ self-awareness, pedagogical strategies, and professional identity, ultimately contributing to enhanced teaching effectiveness and professional growth.