Science Teachers as Reflective Practitioners at Higher Secondary Level: A Demand for 21stCentury Teaching

Abstract

The study investigated science teachers’ perceptions about the reflective practice at higher secondary with the reference of 21st
-century teaching demands. The objectives of the study were: to differentiate science teachers’ attitudes about the reflective practice based on gender at the higher secondary level. The sub-objectives were to differentiate the use of reflective practices on the basis of gender, to differentiate the male and female teachers’ strategies
for reflective practice, to distinguish the teachers, professional development on the bases of gender, and the barriers in the use of reflective practice based on gender. The research was quantitative, and it was a descriptive study. The population was comprised of teachers of higher secondary level from tehsil Murree. A stratified random sampling technique was used to select the sample which included 300 hundred male and female science teachers. The data was analyzed with the help of the mean score and independent sample t-test. According to the findings of the study, female science teachers were more interested in reflective practice and male science teachers required training for reflective practice more than female teachers. This study depicts the interest of male science faculty in refresher courses and workshops for the improvement of professional skills. It was concluded that female science teachers face more problems for following the parameters of reflective practice as compared to male science teachers. It is recommended that training
workshops may be conducted by the administration of educational institutions to prepare the science teachers for meeting the challenges of the 21st century.