Exploring Contemporary Teaching Methods: A Self-Reflective Study from an Educator Without a Formal Teaching Degree

Abstract

This study explores the effectiveness of contemporary teaching methods, focusing on reflective practices, to enhance pedagogical effectiveness for educators without formal teaching degrees. The significance of this research lies in addressing the evolving educational demands that prioritize student-centered learning, critical thinking, and creativity, especially for teachers who lack traditional training. Utilizing a Systematic Literature Review (SLR) methodology, the study synthesizes data from academic literature, student evaluations, peer feedback, and classroom observations to assess the impact of reflective teaching practices and peer collaboration. The findings reveal that integrating reflective methods, such as Schön’s Reflection-in-Action and Reflection-on-Action, enables educators to adapt their strategies in real time and retrospectively, enhancing student engagement and learning outcomes. This research underscores the need for continuous innovation and reflective practice in teaching, proposing that further studies should explore how peer collaboration and digital tools can be leveraged to support professional development among educators without formal pedagogical backgrounds. This study contributes to the growing body of literature on reflective teaching, offering practical insights into enhancing educational practices in the 21st century.