Open AccessThe Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan
Author(s) -
Sarfraz Aslam,
Ali Usman Hali,
Baohui Zhang,
Atif Saleem
Publication year - 2021
Publication title -
sage open
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.357
H-Index - 32
ISSN - 2158-2440
DOI - 10.1177/21582440211055724
Subject(s) - teacher education , reflective thinking , nature versus nurture , psychology , professional development , mathematics education , pedagogy , teacher preparation , cognitively guided instruction , sociology , anthropology
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.