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The paper examines how Reflection-in-Action builds professional skills through quantitative questionnaire data from 800 student teachers and qualitative observations from 10% of the sample. Descriptive analysis and computed variables test hypotheses on lesson-plan progression. Results show reflection increases smooth lesson completion by nearly 49% and is significantly related to progression.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflection-in-action-a-stimulus-reflective-practice-for-professional-development-of-student-teachers/595833/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflection-in-action-a-stimulus-reflective-practice-for-professional-development-of-student-teachers/595833.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Reflection-in-Action mean in teaching?","Question",{"text":112,"@type":113},"Reflection-in-action refers to active evaluation of thoughts, actions, and practices during teaching, including “thinking on feet” while teaching. It also involves exploring professional beliefs, practices, and experiences in real time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study collect data to evaluate Reflection-in-Action?",{"text":117,"@type":113},"Quantitative data were collected from 800 student teachers using a questionnaire. Qualitative evidence was gathered by observing 10% of the total sample.",{"name":119,"@type":110,"acceptedAnswer":120},"What impact did Reflection-in-Action have on student teachers’ lesson plans?",{"text":121,"@type":113},"Reflection of student teachers over classroom momentum, discipline, unwanted personal practices, and hesitation to respond nearly increased by 49% the chance of smoothly completing lesson plans. A significant relationship was found between Reflection-in-Action and smooth lesson-plan progression.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595833,1792209433,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Reflection-in-Action: A Stimulus Reflective Practice for Professional Development of Student Teachers  \nMuhammad Zafar Iqbal *  \nAbstract  \nReflection to maintain classroom momentum, to overcome unwanted practices e.g.‘shyness’, ‘shivering’ and ‘repetition of words’ during the process of teaching, led student teachers to shift their attention towards acquisition of professional skills during practicum. This paper examines the role of Reflection-in-Action to acquire professional skills during practicum. Quantitative data was collected from 800 student teachers through a questionnaire. Likewise, 10% of the total sample was observed to collect qualitative evidences. Descriptive analysis of the data was made to see the tendencies of the data and then variables were computed to test the hypotheses. Reflection of student teachers over students’ discourteous attitudes, ‘student teachers’ own unwanted practices (shyness, shivering and repetition of words), class room momentum, class room discipline and reflection over hesitation to respond to students’ questions nearly increased 49% chances for student teachers to smoothly complete their lesson plans. A significant relationship exists between Reflection-in-Action and smooth progression of the lesson plan. Reflection-in-action significantly contributes to wards professional development of student teachers.  \nKeywords: Reflection-in-action, reflective practices, professional development, student teachers, lesson plan.  \n* Assistant Professor, Department of Education, International Islamic University Islamabad. [Email m.zafar@iiu.edu.pk](Email m.zafar@iiu.edu.pk)  \nIntroduction  \nReflection-in-action refers to active evaluation of thoughts, actions and practices during action. It also refers to ‘thinking on feet’ during the process of teaching (Schon, 1987).Reflection-in-action also means the exploration of professional beliefs, practices and experiences during teaching. Briefly, how a person is thinking and acting as a professional (Greenwood, 1998; Bulman, &Schutz, 2004; Pedro, 2005) . Reflective practices empower teachers to become successful decision makers who take responsibility for their actions. Reflective practices led teachers to meet the learning needs of students in a better way (Zeichner, 2013; Ghaye, 2008; Roadman, 2010; Anita, 2011; Osterman & Kottkamp, 2004; McGregor & Cartwright, 2011; Rodgers, 2002; Larrivee & Cooper, 2006, Zengaro & Nejad, 2007) . The practicum course offers opportunities to student teachers to reflect upon their professional actions through videotaping, micro-teaching assignments, reflective learning journals, peer’s feedback and student’s feedback (Erginel, 2006) .  \nThe Higher Education Commission revised the curriculum of B. Ed programme and included four units on reflective practices (HEC, 2006), but regretfully culture of reflective practices is not very common in Pakistan. During last 31 years many researchers have attempted to study the notion of reflective practices e.g., Greenwood, 1998: Muchinsky, 2003; Bulman, & Schutz 2004; Hativaand Goodyear, 2002 ; Pedro, 2005 and Myers, 2009. Few studies have also been conducted in Pakistan e.g., the study conducted by Ehsan, 2011; Hussain, Mehmood and Sultana, 2011; Hajira and Shamsa 2012. This paper explores the effects of reflection-in-action on the professional development of student teachers during practicum.  \nDonald Schon an American philosopher presented the idea of reflective practices during 1983 and he had used various unique terms to clarify the concept of reflective practices e.g. ‘reflection-in- action’, ‘reflection on action’, ‘single loop learning’ and ‘double loop learning’. Schon claims that professionals reflect over their practices to reshape their professional actions and to search out feasible solutions or professional problems (Finger &Asun 2000) . Reflection-in-action is a conscious attempt to make professional actions more reasoned and purposeful (Schon, 1987) . Habit of reflect","cbCaishmE1C4XMCk","https://ap.wps.com/l/cbCaishmE1C4XMCk","pdf",180412,18,"English","# Introduction\n## Types of Reflective Practices","[{\"question\":\"What does Reflection-in-Action mean in teaching?\",\"answer\":\"Reflection-in-action refers to active evaluation of thoughts, actions, and practices during teaching, including “thinking on feet” while teaching. It also involves exploring professional beliefs, practices, and experiences in real time.\"},{\"question\":\"How did the study collect data to evaluate Reflection-in-Action?\",\"answer\":\"Quantitative data were collected from 800 student teachers using a questionnaire. Qualitative evidence was gathered by observing 10% of the total sample.\"},{\"question\":\"What impact did Reflection-in-Action have on student teachers’ lesson plans?\",\"answer\":\"Reflection of student teachers over classroom momentum, discipline, unwanted personal practices, and hesitation to respond nearly increased by 49% the chance of smoothly completing lesson plans. A significant relationship was found between Reflection-in-Action and smooth lesson-plan progression.\"}]","Reflection-in-Action: A Stimulus Reflective Practice for Professional Development of Student Teachers | PDF",1792081949,45]