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.
|Publication status||Published - Apr 2022|
|Event||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century" - San Diego, United States|
Duration: 21 Apr 2022 → 26 Apr 2022
|Conference||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century"|
|Abbreviated title||AERA 2022|
|Period||21/04/22 → 26/04/22|