ERIC Number: EJ1454832
Record Type: Journal
Publication Date: 2025
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: EISSN-1747-5120
How Does Online Training with Reflection Tasks Affect the Depth of Reflection of Preservice Teachers in China?
Ye Wang; James Ko
Teacher Development, v29 n1 p127-147 2025
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.
Descriptors: Electronic Learning, Teacher Education Programs, Reflective Teaching, Preservice Teachers, Preservice Teacher Education, Online Courses, Foreign Countries, Pedagogical Content Knowledge, Professional Identity
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A