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ICTs for reflective pedagogy: voices from teacher education

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  • Uzma Shahzadi
  • Bashir Hussain

Abstract

This study intended to examine the perspective of the use of ICTs for reflective pedagogy by teaching professionals and pre-service teachers. This study used triangulation mixed-method research design. Regular teaching professionals and enrolled pre-service teachers of teacher education departments in general public sector universities of Pakistan made the population of the study. Multistage sampling technique was used to select the sample size of 1,480, i.e., 110 teaching professionals and 1,370 pre-service teachers. Five-point Likert scale was used to collect data. The Cronbach alpha value was found to be 0.78. Quantitative data analysis was done using descriptive and inferential statistics. Qualitative data was collected using semi structured interviews from both teaching professionals and pre-service teachers. Analysis of data found that there is seldom use of ICTs for reflective pedagogy in the teacher education programs. The limited use of ICT as a tool for reflection in teacher education programs was also evident from the finding emerged from the analysis of interviews. Study recommended the focus on ICT integrated reflective teaching learning practices in teacher education programs.

Suggested Citation

  • Uzma Shahzadi & Bashir Hussain, 2024. "ICTs for reflective pedagogy: voices from teacher education," International Journal of Knowledge and Learning, Inderscience Enterprises Ltd, vol. 17(4), pages 396-407.
    • Handle: RePEc:ids:ijklea:v:17:y:2024:i:4:p:396-407
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