Abstract
Reflection is a well-established teacher education concept in different parts of the developed world such as Europe, the
USA, Canada and Australian. The concept, however, is relatively new in the teacher education arena in developing
countries including Pakistan. Further, the concept has been diversely defined by researchers and practitioners. This paper
reports on selected findings from two case studies conducted subsequently in the United Kingdom (UK) and Pakistan and
compares the perceptions of student teachers and university teachers involved in initial teacher education programmes.
Findings reveal that reflection has been well-integrated in the programme in the UK and a majority of both university
teachers and student teachers had good level of awareness about the notion. The concept, however, was by and large
unfamiliar to participants (both student teachers and university teachers) from the Pakistani university. This presents a
case for a comprehensive incorporation of this important teacher education concept in the teacher education programme
in the Pakistani university and other similar programmes in Pakistan.
Muhammad Ilyas Khan, Shawana Fazal, Muhammad Amin. (2014) Reflection in Teacher Education Programmes in Pakistan and the UK: A Comparison, Journal of Research and Reflections in Education, Volume 8, Issue 2.
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