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

Authors: Angelique Kearney; Oncemore Mbeve

Addresses: Dr Kearney Advanced Dentistry, 2 Blackberry Str., Zwartkop, Centurion, Gauteng, South Africa ' African Centre for Migration and Society, University of the Witwatersrand (Wits), P.O. Box 76, Johannesburg, 2050, South Africa

Abstract: 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.

Keywords: critical reflective teaching; oral hygiene educators; pedagogical training; instructional methods; higher education.

DOI: 10.1504/IJHES.2025.147633

International Journal of Higher Education and Sustainability, 2025 Vol.5 No.3, pp.246 - 263

Received: 08 Oct 2024
Accepted: 30 Mar 2025
Published online: 24 Jul 2025 *