Enhancing Reflective Teaching Practice through Action Research among In-Service Teachers

Abstract

Reflective teaching has become an essential approach for improving instructional practice among in-service teachers. Action research provides a structured method through which teachers critically examine their teaching, identify challenges, implement solutions, and evaluate outcomes. This study explores how action research enhances reflective practice among in-service teachers by using Kolb’s Experiential Learning Cycle (1984) and Lewin’s Action Research Model (1946) as guiding frameworks. The research investigates how teachers build reflective habits, improve instructional decisions, and achieve deeper professional learning. Small, cohesive sentences were used to maintain clarity and coherence. A qualitative action research design guided the study. Data were collected through reflective journals, classroom observations, and semi-structured interviews. Findings reveal that action research nurtures reflective skills, increases professional confidence, and strengthens classroom decision-making. Teachers also reported increased awareness of student needs and improved instructional planning. The study concludes that structured reflective cycles support sustained professional growth. Practical solutions and recommendations for institutional support are also discussed.