International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 2
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A Study of the Effectiveness of Reflective Teaching Practices on the Professional Competency of Pre-service Teachers in Teacher Education

Author(s) Dr. Manju
Country India
Abstract Reflective teaching has become one of the primary constructs in teacher education as it helps pre-service teachers to bridge the gap between the theory and the practice in the classroom, analyze their own choices, and constantly enhance the professional competence. The current research paper will focus on whether reflective teaching practices can be used to promote the professional competence of pre-service teachers in teacher education programmes. The theoretical findings used in the paper include reflective thinking of Dewey, reflective practitioner theories of Schon, reflective teacher education of Zeichner, and realistic approach to teacher preparation of Korthagen. The research hypothesizes that those systematic reflective practices, including reflective journals, peer discussion, lesson analysis, mentor feedback, and post-practicum self-evaluation, have the potential to support the development of such critically important areas of professional competency as instructional planning, classroom management, and communication, pedagogical decision-making, and self-efficacy. The relationship between reflective teaching practices and the development of competencies in pre-service teachers throughout practicum and coursework experiences is proposed to be investigated with the help of a quantitative descriptive-correlational design. The information can be gathered using standardized questionnaires and reflective practice inventories which is backed by a focus group discussion and document analysis to triangulate the information. It is the thesis of the paper that reflective teaching is not just an additional activity, it is a transformative professional practice that enhances reflective judgment, professional identity and adaptive teaching capacity. The research also adds value to teacher education by providing a conceptual and methodological model of evaluating the possibility of enhancing teacher readiness with the help of reflective practice. It also gives some practical implications to the curriculum planners, teacher educators, as well as the institutions that aim at producing competent, considerate, and context-responsive future teacher. Theorists such as Dewey, Schon, Zeichner, Larrivee, and Bradbury et al. all agree that the essential qualities of a teacher include curiosity and inquiry (Dewey, 1933; Schon, 1983; Zeichner, 1991; Larrivee, 2008; Bradbury et al., 2020).
Keywords reflective teaching, pre-service teachers, professional competency, teacher education, practicum.
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.72217
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