 The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in PakistanSarfraz Aslam, Ali Usman Hali, BaoHui Zhang and Atif Saleem SAGE Open, 2021, vol. 11, issue 4, 21582440211055724 Abstract: The importance of reflective thinking among teachers has long been recognized, and it remains a crucial indicator of learning and ensures teachers’ professional development. This study’s aim is to understand a teacher education program’s impact on the reflective thinking of preservice teachers in Pakistan. Utilizing a mixed-method approach, 400 teacher education candidates participated in the quantitative analysis, which involved a follow-up that included 10 semi-structured interviews by teacher education candidates. The results showed that teacher education in Pakistan is characterized by the production of more graduates but lacks the focus to develop and generate reflective practitioners in the field. This research contributes to our understanding about the importance of reflective thinking in terms of how it can improve preservice teachers’ thinking patterns and nurture teacher education. Furthermore, this study suggests that teacher-training institutions should focus on improving the quality of the trainings for students. Keywords: Bachelor of education; distance education; mixed method; reflective thinking; reflective thinking questionnaire; teacher education (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211055724 DOI: 10.1177/21582440211055724 Access Statistics for this article More articles in SAGE Open |
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