This study aimed to understand the reflective practice of 23 Chinese student teachers in learning communities (LCs) during their practicum in a Confucian heritage culture. The reflective levels of the student teachers and the factors that mediated the effects of LCs on their reflective practice were explored using journals and post-journal interviews. The results showed that the majority of the student teachers reflected on their teaching at surface and pedagogical levels, and only a few of them critically reflected on their teaching in LCs. Although the student teachers acknowledged the positive roles of LCs in terms of collective wisdom, constructive suggestions from peers and peers’ emotional support in their reflective practice, they believed that some Confucian-based cultural factors, such as reliance on authority, giving/saving face, and maintaining harmonious social relationship, constrained their reflective practice, particularly when they had to make decisions or were confronted with conflicting views. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
CitationZhan, Y., & Wan, Z. H. (2016). Appreciated but constrained: Reflective practice of student teachers in learning communities in a Confucian heritage culture. Teaching in Higher Education. Teaching in Higher Education, 21(6), 669-685.
- Learning communities
- Reflective practice
- Student teachers