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Abstract
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.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 2, February 2026, Article No: em2783
https://doi.org/10.29333/ejmste/17909
Publication date: 14 Feb 2026
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