Role of Experience and Age among Educators in Practicing Reflection at Tertiary Level

Abstract

The problem under investigation is to determine the role of experience and age among educators in practicing reflection. Objectives of the study were to determine the role of experience among educators regarding practicing reflection and to determine the role of age among educators regarding practicing reflection. Present study was descriptive in nature in which survey technique was used. Population of the study comprised of 5404 educators teaching in universities situated in Islamabad Capital Territory. 10% from total population is designated for sample. By using this technique 540 educators were selected.  RPS (2015) has been adapted for this study. Before the final administration of research instrument Pilot run for checking the reliability as well as validity, as a result and value .82 was found t-test and mean analysis was done to get the results of the study. Findings of this study shows that a visible difference was found groups of educators regarding their reflective practices. Educators above 50 years were found better in their reflective practices as compared to educators of other age groups. The major finding clearly shows that all those educator who were of 50or more than 50years old were found better in their reflective practices when compare with those educator who come in different age groups 21-30 Considering the findings, that with greater teaching experience can be used as a useful source of assets to help and train other teachers.