Analysis of Reflective Practices for Professional Development of Prospective Teachers

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.