Published Paper Details:

The NCF-2005, NCFTE-2009 and the New Education Policy-2020 recommend teachers to be reflective practitioners. The realization of the concept of reflective teaching practice helps us to openly accept the new changes that are brought about by the education system and enables us to progress towards the betterment of the education system. A dedicated teacher always finds it enthusiastic and motivated to overcome these difficulties or problems. But it requires a teacher to be knowledgeable with the content of teacher education. Just knowing the content and theories does not entirely equip the teachers for the profession and solve their problem. A practical experience is said to be better than just conceptual understanding. The teacher has to evolve individualized strategies by applying his intellectual skills. Therefore the teacher education program is designed in such a way so that it helps the entrant teachers to equip themselves with the skills of teaching as well as the cognitive strategies required for the profession. Such a teacher who uses cognitive strategies to have an evidence informed-practice, who gathers evidences from efficient feedback system according to the changing demands, is a reflective teacher and such a teaching practice is a reflective teaching practice. Being a reflective teacher not only benefits the classrooms but indirectly the institution as well as the society. To become a reflective teacher the reflective teaching practices, which can be concluded as cognitive strategies at teacher education, need to be acquired by the teachers.