The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

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 Pa...

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Autores principales:	Sarfraz Aslam, Ali Usman Hali, BaoHui Zhang, Atif Saleem
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/cd8f578beba0498c9789ace46651e7f0
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spelling	oai:doaj.org-article:cd8f578beba0498c9789ace46651e7f02021-11-21T02:33:24ZThe Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan2158-244010.1177/21582440211055724https://doaj.org/article/cd8f578beba0498c9789ace46651e7f02021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211055724https://doaj.org/toc/2158-2440The 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.Sarfraz AslamAli Usman HaliBaoHui ZhangAtif SaleemSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Sarfraz Aslam Ali Usman Hali BaoHui Zhang Atif Saleem The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan
description	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.
format	article
author	Sarfraz Aslam Ali Usman Hali BaoHui Zhang Atif Saleem
author_facet	Sarfraz Aslam Ali Usman Hali BaoHui Zhang Atif Saleem
author_sort	Sarfraz Aslam
title	The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan
title_short	The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan
title_full	The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan
title_fullStr	The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan
title_full_unstemmed	The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan
title_sort	teacher education program’s impact on preservice teachers’ reflective thinking in pakistan
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/cd8f578beba0498c9789ace46651e7f0
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The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

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