Methodology: The research design was a descriptive survey design. The random sampling method was used to sample 360 student teachers in the teacher education institutions of Amritsar district in Punjab. A self-developed reflective thinking scale was used with four dimensions, viz., ability to self-assess, awareness of own teaching skills, developing lifelong learning skills, and belief about self and self-efficacy, to gather data. Percentage analysis and chi-square tests were used to examine the distribution and association of reflective thinking levels across demographic variables.

Findings: The results indicated that most of the student teachers had a moderate level of reflective thinking, with only a relative few having high or low levels of reflective thinking. The findings show that the student teachers have reflective thinking, which needs to be systematically reinforced by the teacher education programs.

Conclusions: The study concludes that reflective thinking in student teachers is still in its developing stage; there is a need to make deliberate and organized pedagogical interventions in teacher education programs. This research also notes the importance of incorporating reflective practices like reflective journaling, reflective mentoring, and guided self-reflection into pre-service teacher training to promote professional readiness.