Self-reflection and Gender Dynamics: Mapping Perception and Reflective Levels of Prospective Teachers of B. Ed (Hons) program

Abstract

Self-reflection is an introspective process that helps to lead a sound consideration of
personal and professional experiences. The current inquiry intended to investigate the
perceptions of prospective teachers about self-reflection and quantitatively mapped
their current reflective levels using a validated self-reported questionnaire aligned with
Valli’s (1997) typology. The study followed a cross-sectional survey method.1120
B.Ed. (Hon’s) prospective teachers from 4th, 6th, and 8th semesters from public sector
universities were involved across Punjab using a census approach. The questionnaire
was also validated. The experts ensured the content validity and the overall CVI was
0.86. While construct validity was ascertained through exploratory and confirmatory
factor analysis, to confirm alignment with the theoretical constructs. An alpha
coefficient of 0.89 indicates robust scale reliability. Data were summarised and
compared using statistical analysis. The results revealed that most of the prospective
teachers were aware about their self-reflection but majority of them were at
preliminary level of reflection. These findings highlighted that prospective teachers
need more guided support to reflect more deeply. Thus, the study concluded that
integrating structured reflective practices into teacher education programmes can
enhance self-awareness and promote deeper reflective levels, and support the
development of effective and reflective practitioners.