Please use this identifier to cite or link to this item: http://prr.hec.gov.pk/jspui/handle/123456789/11676
Title: A Study of Reflective Practices for Professional Development of the Prospective Teachers in Pakistan.
Authors: Iqbal, Muhammad Zafar
Keywords: education
Issue Date: 2015
Publisher: International Islamic University, Islamabad.
Abstract: During present era reflective practice has become an increasingly influential strategyfor the professional development of teachers. The purpose of this study was to analyze the role of reflective practices for professional development of the prospective teachers. Objectives of the study include: to investigate the reflective practices used by the prospective teachers during teaching practicum, to find out the significance of reflective teaching practices for professional development of the prospective teachers, to analyze the role of reflective practices for development of pedagogical skills of the prospective teachers and to investigate the reflective practices of teacher educators for the professional development of prospective teachers. Eight research questions were raised and eight hypotheses were formulated to investigate the phenomena. Similarly, eight reflective practices identified through previous research literature include: reflection in action, reflection on action, reflection for action, colleagues’ feedback, students’ feedback, peer observation, video audio recording and portfolios. This study based on mixed method approach. Quantitative data were collected through questionnaires from prospective teachers and teacher educators of nine teacher training institutions situated in Islamabad and Rawalpindi. The reliability coefficient of the questionnaires was (Alpha=.973) and (Alpha= .931) respectively. Overall sample size was 1169 (910 Prospective Teachers, 160 Teacher educators and 09 heads of department). Qualitative data were collected through observation and interview. Quantitative data were analyzed through SPSS version 16. Frequencies, percentages, mean values and standard deviation were calculated and regression analysis was made to make prediction about the role of reflective practices on the professional development of prospective teachers. While themes and sub themes were conceived to analyze the qualitative data. The findings of the study revealed that prospective teachers were ecstatic in using reflective practices, but they were not aware about all types of reflective practices. Involvement of prospective teachers in reflective practices significantly contributed towards their professional development. Respondents opined that they can identify and rectify their professional mistakes through involvement in reflective practices. Individual and group reflective practices can work as catalyst for the professional development of prospective teachers. Reflection in action, reflection on action, reflection for action, reflections through student’s feedback, reflections through colleague’s feedback, reflections through peer comments, reflections through audio-video recordings of lesson and reflections through professional portfolios can significantly contribute to the professional development of prospective teachers. Majority of prospective teachers were involved in reflective practices, but they were not aware about the various contexts of reflective practices. Teaching practicum supervisors and cooperating school teachers can play a vital role to train the prospective teachers about various milieus of individual and group reflective practices. Cooperating school teachers were quite naive about certain dimensions of reflective practices. A difference was noted between what prospective teachers say and what they actually do in the classrooms.
Gov't Doc #: 1627
URI: http://prr.hec.gov.pk/jspui/handle/123456789/11676
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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