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Introduction
Education is the process of getting knowledge and information for the development of student's mental capacities and improving living standards. Getting the right kind of education is a phenomenon. It is the basic right of children to get an education up to standards for empowering them to learn new skills, attitudes, knowledge, and values. This would help them to fulfil their socio-economic needs and attain sustainable measures for the development of personality and society. However, only having access to education is insufficient; quality is equally important. In a 2013 UNESCO report, it is said that “Every child deserves the right to a quality education” and that “Millions of children in schools are failing to learn basic, reading, writing, and numeracy skills.” The calibre of the teachers has a significant impact on the quality of education. Because of this, acquiring high-quality education across boundaries is considered to be an important component of teachers' professional growth.
A system of education is only as good as its teachers, to put it succinctly. Numerous learning crises have been caused by low learning quality. By allowing teachers to reflect on their classroom practices, helps them redefine their professional abilities, knowledge, beliefs, and attitudes to address the crisis in learning quality. The processes of teaching and learning are dynamic. New academic trends and pedagogical approaches are emerging with time and are changing the way that education is provided (Bawaneh and Moumene, 2020). To meet the new needs and problems of the future, it is essential to modernize and change the educational system. According to Gheith and Aljaberi (2018), current educational trends place a strong emphasis on lifelong learners who can contribute to societal progress. This is feasible if instruction goes beyond conventional paradigms.
In addition to lifelong learners and teachers, the 21st century places a strong emphasis on learning skills. As a result, the emphasis on teacher training programs has evolved away from academic knowledge and toward analytical and introspective abilities (Filippello et al., 2020).
Reflective teachers work to find better answers, but they also try to increase their awareness of both themselves and the nature of the problems related to other experiences and concepts that they have learned about. Indeed, reflective practice's benefits have consistently been demonstrated (Arslan, 2019)....