Exploring Critical Reflection on Science Teachers’ Experiences: A Qualitative Inquiry

Abstract

In this study, we explored how university science education teachers recognize essential turning points and how teachers from Tribhuvan University-Faculty of Education (TU-FOE) reflect on their career growth. We also investigated their understanding of teaching and learning in science education programs at TU-FOE. The study builds on a qualitative inquiry into the strategies by employing critical discourse. In-depth interviews were conducted to collect the information, and the information was analyzed through a thematic-critical lens. The results indicate that critical reflection on practice can be the first step toward articulating and documenting knowledge. The study reveals that the science education teachers from TU-FOE perceive critical reflection on their own learning practices as a crucial step in their professional development, leading to the articulation and documentation of their knowledge. Additionally, the exchange of emerging concepts among teachers offers valuable insights for program enhancements, ultimately contributing to the continual improvement of science education at the university. Consequently, teachers exchange emerging concepts regarding the possible contents. This research offers a promising avenue to deepen the understanding of the teachers' responses within the science education program at TU-FOE. These perspectives offer valuable insights into teacher professional development, program enhancements, effective learning strategies, and the continual improvement of science education at the university.