Development of reflective thinking through distance teacher education programs at AIOU Pakistan

Authors

  • Muhammad Ayub Buzdar Department of Education, The Islamia University of Bahawalpur, Pakistan
  • Akhtar Ali Department of Education, The Islamia University of Bahawalpur, Pakistan

DOI:

https://doi.org/10.19173/irrodl.v14i3.1350

Keywords:

Habitual Action, Understanding, Reflection, Critical Reflection

Abstract

The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The study is based on Mezirow’s theory of reflective thinking, which divides thinking in four categories. The Questionnaire of Reflective Thinking (QRT) developed by Kember et al. (2000) based on Mezirow (1991) was administered to 450 AIOU students. The thinking and learning practices of students governed by their habitual actions, understanding, reflection, and critical reflection are statistically examined to meet the research objectives. Findings reveal that AIOU teacher education programs have a stronger tendency to promote understanding and reflective thinking among learners. The need to integrate content for developing critical reflection among learners is highlighted. The study also discovers the significant impacts of students’ job status and previous qualifications on their thinking patterns.

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Published

2013-07-05

How to Cite

Buzdar, M. A., & Ali, A. (2013). Development of reflective thinking through distance teacher education programs at AIOU Pakistan. The International Review of Research in Open and Distributed Learning, 14(3), 43–58. https://doi.org/10.19173/irrodl.v14i3.1350

Issue

Vol. 14 No. 3 (2013)

Section

Research Articles

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