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

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.

KEYWORDS:

• Online teacher training
• depth of reflection
• reflection task
• reflective teaching
• preservice teacher

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ye Wang

Ye Wang, PhD and EdD, is a post-doctoral fellow at The Education University of Hong Kong. Her research interests are pre-service teacher education and in-service teacher training that contribute to teaching effectiveness and professional development, particularly in teaching reflection, classroom observation, and teacher efficacy. Her current work focuses on providing professional development support and fostering work-related well-being among kindergarten teachers.

James Ko

James Ko, PhD, is an adjunct associate professor at The Education University of Hong Kong. His research expertise and areas of interest are wide-ranging, encompassing various domains within the field of education, such as educational effectiveness, educational leadership and educational management, learning assessment, and IT in education. He has worked in various large scale research projects funded by the Research Grants Council in Hong Kong and by the Economic and Social Research Council and Department for Children, Schools and Families in the UK. He collaborates with local academics and overseas researchers of the University of Oxford, University of Cyprus, University of Groningen, University of Nottingham, Nottingham Trent University, and the University of Helsinki in local and international research projects.