REFLECTIVE THINKING AMONG ARABIC LANGUAGE FEMALE TEACHERS AND ITS RELATIONSHIP TO THE QUALITY OF EDUCATION

This paper focuses on exploring the perceptions of Arabic language female teachers regarding reflective thinking and analyzing the perceived relationship between this type of thinking and the quality of education. The study adopted a qualitative approach, specifically the focus group method. A structured focus group guide was developed, covering themes related to the concept of reflective thinking, its practices, obstacles, and its impact on educational quality. The study sample consisted of eight Arabic language female teachers. Data were collected through audio-recorded focus group sessions, which were later transcribed and analyzed using thematic analysis. The results revealed that the teachers recognize the importance of reflective thinking, and they practice it to varying degrees through self-reflection and by sharing their experience. Moreover, reflective thinking was found to contribute to enhancing the quality of education in areas such as planning, assessment, and addressing individual differences among students. The study also identified several obstacles, including time constraints, workload pressure, and a lack of training. Based on these findings, the study recommended the integration of reflective thinking skills into teacher preparation programs, allocating sufficient time, and providing an encouraging environment for reflection.