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@article{183504,
        author = {Azizul Hoque Ahmed},
        title = {Reflective Practices and Teacher Professional Identity: A Study of Pre-Service Teachers},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {10},
        number = {11},
        pages = {3036-3041},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=183504},
        abstract = {Reflective practice is increasingly recognized as a core component of teacher education, playing a critical role in the development of professional identity among pre-service teachers. This paper explores how engagement in reflective practices contributes to shaping the professional identity of pre-service teachers enrolled in teacher education programmes. Through qualitative and quantitative data obtained from final-year Bachelor of Education (B.Ed.) students across various institutions, the study investigates the nature, frequency, and depth of reflection, and how these influence self-perception, pedagogical beliefs, and professional growth. The findings reveal that systematic and guided reflection enables pre-service teachers to critically evaluate their teaching experiences, identify areas for improvement, and align their practice with educational ideals. Moreover, reflective practices foster a sense of responsibility, autonomy, and continuous learning—key attributes of a professional teaching identity. The study recommends integrating structured reflective modules in teacher training curricula to enhance both instructional competence and identity formation.},
        keywords = {Reflective practice, teacher professional identity, pre-service teachers, teacher education, self-reflection, professional development},
        month = {August},
        }