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The technique of reflective teaching entails the examination of one's basic ideas on teaching and learning as well as one's alignment with actual classroom practice before, during, and after the instruction of a course. This auto-ethnographic inquiry's goal is to investigate the reflective teaching practices of secondary school teachers in teaching, and its focus will be on secondary schools. The participants of this research were teachers of secondary schools. Secondary school was selected from province KP. I set up one-on-one interviews with six different teachers, and I decided to talk to one educator from a secondary school. As a result, six secondary schools were chosen to participate in this study's sample. According to findings, my experiences as a teacher of KPK secondary school pupils were the focus of my study, in which I also evaluated how those events influenced my professional growth as an educator. The findings of this study suggest that other KP secondary school teachers opt to address similar challenges of student connectedness in a manner that is more institutional and less introspective. The recommendation is that teachers at KPK secondary schools should not be obsessed with "teaching to the test" in order to improve the academic achievement of their students.
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