Dynamics of Reflective Practice for Public Health Teaching and Learning Process, a Theoretical and Empirical Review

This article investigated dynamics of reflective practice for public health teaching and learning process. This empirical and theoretical review specifically focused on unearthing benchmarks of reflective practice and their importance to public health teaching and learning process. Data was generation through a theoretical and empirical review on the existing literature. Delving into literature, findings have shown that reflection in action and reflection on action are the two major benchmarks of reflection that lecturers for public health can utilize to maximize optimum results as they teach students for public health. The inquiry shows that Reflection in action is a self-awareness process in which lecturers pause and think about the progress of their teaching. In the similar context, Reflection on action is a self-awareness process in which lecturers pause and think back after lesson delivery. Through this review, it has been noted that reflecting on their teaching pedagogies, lecturers can identify what works well and what needs improvement in their teaching. This helps them adapt and enhance their teaching strategies to better meet the needs of their students and the community they intend to develop. Through reflection, lecturers can constantly seek ways to refine their practices and stay updated with the latest educational trends and diverse needs of their students. This article concludes that reflection can guide lecturers in establishing teaching techniques toward improvement. Thus, this article recommends that Higher learning institution should come up with proper teaching frameworks as this can help lecturers to check their teaching methods if they are in tandem with the needs of the students and the communities they intend to develop.