Title: ICTs for reflective pedagogy: voices from teacher education

Authors: Uzma Shahzadi; Bashir Hussain

Addresses: Department of Education, University of Sargodha, Pakistan ' Department of Education, Bahauddin Zakariya University Multan, Pakistan

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.

Keywords: teacher education; reflective pedagogy; ICT resources; blogs; journals.

DOI: 10.1504/IJKL.2024.139555

International Journal of Knowledge and Learning, 2024 Vol.17 No.4, pp.396 - 407

Received: 30 Sep 2021
Accepted: 05 Nov 2022
Published online: 04 Jul 2024 *

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