Reflective practice, pedagogical knowledge, and collaborative learning in a virtual learning environment: A comparative quasi-experiment

Yue On James KO, Soo-Young LEE, Tae Hee CHOI, Kyungja AHN, Carla Marie BRIFFETT AKTAS

Research output: Contribution to conferencePapers

Abstract

This study was intended to test a new developmental model of reflective teaching and provide rare empirical evidence on the conducive effects of reflective practice training and collaborative learning of preservice teachers on their efficacy to teaching, growing depth of reflection, and micro-teaching performance. A quasi-experiment was designed to help develop non-subject-based pedagogical knowledge and reflective training and conditions that require participants to collaborate and share prior knowledge with their local and foreign peers. The measures we included both qualitative and quantitative evidence to evaluate the effects of the training program and the collaborations of preservice teachers. Cultural influences on Chinese and Korean participants were anticipated, but their specific influences were explored. Copyright © 2022 AERA.
Original languageEnglish
Publication statusPublished - Apr 2022

Citation

Ko, J., Lee, S.-Y., Choi, T.-H., Ahn, K., & Briffett Aktaş, C. (2022, April). Reflective practice, pedagogical knowledge, and collaborative learning in a virtual learning environment: A comparative quasi-experiment. Paper presented at American Educational Research Association Annual Meeting (AERA 2022), San Diego, US.

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