Reflective practices of teaching at University level: A Gender-wise discrimination

Abstract

The current study was designed to differentiate gender-wise uses of reflective practices in teaching at the university level in public sector universities of Balochistan. Reflective practices play a significant role in the teaching-learning process in higher education because they contribute to teachers' professional and personal growth. The nature of the study was descriptive. The target population of the current study was the faculty members of 08 public sector universities in Balochistan. Four universities were chosen using a stratified random sampling technique. The total number of respondents was comprised of 83 male and female professors and lecturers. To obtain valid and relevant data, a questionnaire was adapted. The required data was collected online through the google survey method. The collected data was inferred through SPSS, mean score, t-test and ANOVA. The major findings were less awareness about the uses of reflective practices and a lack of professional development. A few recommendations were made based on the findings.