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This study explored reflective teaching practices used by teacher educators in a teacher training program at a public university in Lahore. This study used a multiple case study research design. For data collection, semi-structured interviews were conducted with four teacher educators. Different themes were drawn using within-case analysis. It has been concluded that teachers were not fully aware of wide-ranging reflective practices. However, they were practicing reflective teaching to some extent. Many of the reflective teaching practices were not formally and appropriately accomplished. Reflective practices are effective for the teachers as they help them evaluate their performance and make the teaching-learning process more stimulating. The findings of the studies revealed that not all of the teachers are mindfully engaging in reflective practices; the rest of the teachers lack a nuanced understanding of the concept. Therefore, it is high time for the policymakers to do the needful.

Keywords: Reflective Practice, Teacher Educators, Teacher Training Programs, Qualitative Research, Interviewing.