Critical reflective teaching praxis: lessons from oral hygiene educators in South Africa

This paper explores perceptions, motivations, and critical reflective teaching praxis for oral hygiene educators, who mostly are subject matter experts without formal training in pedagogy. Through qualitative data that was collected from all 13 oral hygiene educators in a department of a university based in Johannesburg, the study highlights how the praxis of critical reflective teaching improves instructional methods and supports professional identity development. We found critical reflective teaching as crucial for maintaining high standards in the profession, fostering continuous learning and adaptability. Motivations for critical reflection included personal growth and the desire to enhance student learning outcomes. However, lack of formal structures supporting reflective teaching emerged as one of the challenges. There is need for institutional support, including reflective teaching frameworks and professional development programs. Furthermore, formal structures should be established and constructive feedback should be normalised to promote critical reflective teaching praxis.