Abstract
This study evaluates the effectiveness of reflective teaching practices in cultivating diversity awareness among pre-service teachers in the UK. Employing a qualitative research design, the study examines the implementation and outcomes of reflective practices in selected teacher education programs through interviews, focus groups, classroom observations, and the analysis of reflective journals and portfolios. The findings indicate that structured reflection sessions, diverse teaching materials, and robust mentorship and peer feedback significantly enhance pre-service teachers’ understanding and appreciation of diversity. However, challenges such as resistance to change, time constraints, and lack of resources hinder effective implementation. The study contributes to the field by highlighting key components of effective reflective practices and providing empirical evidence of their impact on diversity awareness. Recommendations for future research include exploring the long-term effects of reflective practices and conducting comparative studies across different educational contexts.
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