A CLASSROOM OF ONE’S OWN: REFLECTIVE TEACHING PRACTICE AS A PATHWAY TO TEACHER AUTONOMY

Abstract

This study explores the role of reflective teaching practices in promoting teacher autonomy through Malik's (2024) PAM Model of Reflective Practice in Classroom. The model is designed to help teachers negotiate a never-ending cycle of lesson planning, real-time
implementation, and reflective-driven change. The model structures reflection into preteaching, during-teaching, and post-teaching phases, stimulating self-assessment and incorporating feedback from students and peers. The reflective teaching practices empower teachers to plan, adapt, and refine their instructional strategies, adopting student-centered learning aligned with pedagogical objectives. The qualitative data was collected through semi-structured interviews with 30 ESL teachers from Public Colleges in Multan City. The study emphasizes the model’s effectiveness in enhancing teaching efficacy, improving student engagement, and teacher professional development. Despite challenges and difficulties in the application of the approach, the study also investigates the benefits of reflective teaching such as improved teacher autonomy, continued professional development, and better student involvement. Significantly, the study underlines that even with obstacles, teachers should never become demotivated; rather, they should view challenges as chances to use their creativity and improve their work. The PAM model offers a pathway to innovation and continuous improvement in instructional strategies and strengthening teacher autonomy in ESL classrooms.