How does online training with reflection tasks affect the depth of reflection of preservice teachers in China?

Ye Christine WANG, Yue On James KO

Research output: Contribution to journalArticlespeer-review

Abstract

While lengthy teacher training programs with reflection were beneficial for promoting teachers’ teaching performance and perception of teaching, it is still unclear whether a short online training program can promote preservice teachers’ in-depth thinking of their learning and teaching. This study focused on the instructional design of a short self-access online training program with different reflection tasks to stimulate preservice primary and secondary teachers’ depth of reflection in China. A qualitative research method was conducted to analyse the reflective logs of 94 preservice teachers. The results showed that developing preservice teachers’ depth of reflection during initial teacher education is essential for their professional growth. The results suggested that an online teacher training program with reflection tasks could effectively reinforce preservice teachers’ reflective depth by promoting deeper pedagogical knowledge and a stronger professional identity. Copyright © 2024 Teacher Development.

Original languageEnglish
JournalTeacher Development
Early online dateMay 2024
DOIs
Publication statusE-pub ahead of print - May 2024

Citation

Wang, Y., & Ko, J. (2024). How does online training with reflection tasks affect the depth of reflection of preservice teachers in China? Teacher Development. Advance online publication. https://doi.org/10.1080/13664530.2024.2341186

Keywords

  • Online teacher training
  • Depth of reflection
  • Reflection task
  • Reflective teaching
  • Preservice teacher