2021

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Browsing 2021 by Author "Ayesha Imran"

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    Prospective teachers’ conceptions of reflective teaching
    (UMT Lahore, 2021) Ayesha Imran
    The purpose of this study is to explore the conceptions of prospective teachers about reflective teaching. The detailed account of their experiences can shed light on how teachers think about and participate in reflective teaching. The objective of this present study is to stress reflection in prospective teacher education and offer a complete examination of the process of reflection. In this context, it gives insight into prospective teachers’ conceptions of becoming reflective practitioners and examines the content of their thinking. This allows for a more thorough examination of prospective teachers' experiences and impressions of those experiences. Teachers' professional development can then incorporate these techniques. Professional development that includes reflection in the teaching process could significantly impact a teacher's ability to instruct. As a result, gaining insight into teachers' experiences can help them to develop techniques to promote their ongoing development through reflective teaching. This study used a hermeneutic phenomenological research design. Using semi-structured interviews, the researcher accessed the participants’ world of the lived experience and their interpretations of these experiences. Purposive sampling was used to select the sample of the study. Ten prospective teachers were interviewed from the MPhil Educational Leadership and Management Program of a private university. A self-constructed semi-structured interview guide was used to collect data. The analysis of the data revealed that there is a gap in practical implementations of reflective practices among teachers and the concept of reflective teaching is not popular among teachers. Few participants were aware of reflective teaching and also incorporating it in their practices. It is concluded that teachers need to be aware of reflective teaching for their professional development. This study has revealed an area of policy implementation regarding prospective teacher’s conceptions of reflective teaching. It is concluded that the course of reflective teaching should be offered at the initial level of teacher training programs.