The Role of Reflective Practice in Enhancing Teacher Preparation Programs

Abstract

The study aims to examine the multifaceted integration and impact of reflective practice in teacher education. Employing a mixed-methods research approach, the study unveils that reflective activities, including journaling, structured feedback sessions, and coursework integration, are prevalent in teacher preparation programs, fostering self-awareness and professional growth among teacher candidates. Perceptions of the positive influence of reflective practice on teaching skills, notably in classroom management, instructional strategies, and student engagement, are strongly affirmed by respondents. While challenges such as time constraints and resistance persist, the study recommends standardized integration, professional development initiatives, and long-term impact assessments to maximize the transformative potential of reflective practice in shaping the educators of the future and elevating the quality of education it provides