Exploring the Impact of Teachers' Reflective Practices on Tolerance at the University of Peshawar
DOI:
https://doi.org/10.58329/criss.v2i3.49Abstract
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The study aimed to investigate the relationship between teachers' reflective practices in the classroom and students' tolerance. Both qualitative and quantitative data were collected using a mixed-method research approach. Quantitative data was gathered through the use of an interpersonal tolerance scale, while qualitative data was obtained through ten focus group discussions with a total of 71 respondents. The study examined the extent of reflective teaching practices among the teachers and their impact on students' level of tolerance. To analyze the quantitative data, the researchers employed the Pearson Chi-square test. This statistical test is commonly used to determine the association between two categorical variables. The qualitative data analysis involved identifying various themes based on the discussions, such as linking theory with practices, mental preparation/readiness, making dead knowledge alive, discourse analysis, and content analysis. The findings of the study suggest that a significant number of teachers do not effectively link theoretical concepts with practical implications in their teaching practices. Additionally, many teachers are not adequately prepared or ready to handle new situations in the classroom. Furthermore, the study found that some teachers teach using outdated materials, presenting old knowledge with a new presentation style or "rapper”.
Keywords:
Teacher-centered learning, learner-centered learning, Reflectivity, tolerance, creativity
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