Analysis of Reflective Practices for Professional Development of Prospective Teachers

Clicks: 7
ID: 336970
2024
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #676 of 953 articles by views in Pakistan Social Sciences Review

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 953 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Teachers’ professional growth is increasingly relying on the use of reflective practice in the modern day. Reflective practices are an important part of professional development for future teachers, according to this research. Three research objectives and seven research questions were formulated according to nature of research. Reflection in action, reflection on action, reflection for action, colleagues’ feedback, students’ feedback, peer observation, video audio recording, and portfolios are among the eight reflective practices that have been identified in prior study literature. To conduct this research, researchers used a quantitative method. Using questionnaires, 297 prospective teachers from five teacher training institutes of District Dera Ghazi Khan were surveyed to get quantitative data. SPSS version 22 was used to examine data. Frequency, percentage, mean, and standard deviation calculations were used to establish the results regarding the impact of reflective practices on the professional growth of future teachers. Reflective methods, according to survey participants, may help people recognize and accurate their professional errors. Prospective teachers’ Professional growth of prospective teachers’ may be accelerated through the use of both individual and group reflective activities. Teachers’ professional development may be greatly aided by a variety of methods, including reflection in action and on action, reflection for action, reflections based on input from students and colleagues, and reflections based on audio-video recordings of lessons and professional portfolios. The majority of prospective teachers were active in reflective activities, but they were not aware of the varied situations in which reflective practices were used.
Reference Key
imported_1793231290_6ae289ba95d73 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Fatima Gul
Are you one of these authors? Claim your profile
Journal Pakistan Social Sciences Review
Year 2024
DOI
10.35484/pssr.2024(8-II)28
URL
https://ojs.pssr.org.pk/journal/article/view/548
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.