Source of Influences in Preservice Teachers’ Reflection Logs in Online Training for Teaching Practicum.

1. Source of Influences in Preservice Teachers’ Reflection Logs
in Online Training for Teaching Practicum: A Preliminary Result
WANG Ye, Dr. James Ko
Department of Education Policy and Leadership
The Education University of Hong Kong
ECER, 2021
Geneva

2. Literature Review
Introduction
Research Question
Methodology
Preliminary Results
Implication

3. Introduction
 Building reflective capacities of preservice teachers’ understanding and transformation of
pedagogical content knowledge (PCK) is crucial for preservice teachers’ professional
development.
 Reflections on teaching and classroom observation are two practical approaches for
preservice teachers in developing reflections and ultimately achieving higher teaching
quality.
 This study aimed to identify influences on preservice teachers’ professional reflection
logs collected in online training to enhance teaching quality during the practicum.

4. Literature Review
Reflective Teaching
 deliberate thinking about action with a view to its improvement (Hatton & Smith, 1995)
 pre-service teachers are expected to develop the “ability to facilitate learning and talk
meaningfully about their practice” (Tyrrell et al., 2013)

5. Model for Teaching and Assessing Reflective Learning (Ryan & Ryan, 2013)
Reframe or reconstruct future practice or professional
understanding.
Highlight in detail significant factors underlying the incident
or issue.
Relate or make connections between the incident or
issue and your own knowledge, skills, experience.
Report what happened or what the issue or
incident involved.
Reconstructing
Reasoning
Relating
Reporting & Responding

6. Classroom Observation
 individual make an observation and take record of the events and interactions in
classroom teaching in a careful and systematical way (Cogan, 1973)
 preservice teachers can learn to reflect on their teaching performance by
understanding classroom observation instruments
• the International Comparative Analysis of Learning and Teaching (ICALT; Van de Grift, 2007)
• Comparative Analysis of Effective and Inspiring Teaching (CETIT; Sammons et al., 2014, 2016;
Ko, Sammons, Maulana, & Kyriakides, 2019 )

7. Research Question
1) Are there any differences in the influences of past learning experiences in preservice
teachers’ professional reflective logs across the control group and the two
experimental groups varied in the sequence of the training sessions (first classroom
observation (CO), and then reflective teaching (RT), or vice versa)?
2) Are there any differences in the depths of reflection in preservice teachers’
professional reflective logs across the control group and the two experimental groups?

8. Code Label Example Excerpts of Reflective Statements
Source of Experience
E1 Student (K12)
when I was young in our classroom, our teacher
played games with us in class to stimulate our
interests.
E2 Teacher Education
I can use three ways to solve this problem: have
reflection via classroom observation, action
research, to prepare next lesson with feedbacks of
last lesson
E3 Teaching Practicum
I discussed this problem with the mentor teacher,
then he/she helped me communicate with those
students…
Methodology

9. Depth of Reflection Code Label Example Excerpts of Reflective Statements
Reporting and
Responding
RL1 Reporting and responding
Some students did not cooperate with the teacher
actively in class; they did not complete classroom
tasks according to teachers’ requirements.
Relating RL2
Draw relationships with
existing knowledge or
experience
From my knowledge about student engagement,
the teacher should motive students’ interests with
the aids of pictures/ videos.
Reasoning RL3
Explore or explain the factor
of the phenomenon
I think the teacher was weak in instruction clarity
and student engagement because she did not
sufficiently prepare the lesson, and she did not
take students’ current knowledge level into
account.
Reconstructing RL4
Reframe experience with a
theoretical perspective for
future pedagogy
After discussed with my mentor talking to student
engagement, I will stimulate students’
engagement through positive interactions with
them in the future.
Methodology

10. Group University Location/Grade Number
RT-CO Group
northern China/B
10
CO-RT Group 10
Control Group 10
Total 30
Participants
Methodology

11. Methodology
 Online Training Sessions: reflective teaching, classroom observation
 Instructions for Generating Reflective Logs
Instruments

12. Preliminary Results
Two-way ANOVA
F (2, 81) = 29.41, p<0.001

13. Preliminary Results
Two-way ANOVA
F (2, 81) = 1048.92, p<0.001

14. Implication
 contributes instructional design in teacher education programme for promoting
preservice teachers’ reflections to integrate theoretical knowledge with teaching
practice experience
 explores a deeper understanding of preservice teachers’ depth of reflections
according to their own teaching experience

15. References
Cogan, M. L. (1973). Clinical supervision (p. 14). Boston: Houghton Mifflin.
Hall, P., & Simeral, A. (2015). Teach, reflect, learn: Building your capacity for success in the classroom. ASCD.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching
and teacher education, 11(1), 33-49.
Hennessy, S., Rojas-Drummond, S., Higham, R., Márquez, A. M., Maine, F., Ríos, R. M., ... & Barrera, M. J. (2016).
Developing a coding scheme for analysing classroom dialogue across educational contexts. Learning, Culture and
Social Interaction, 9, 16-44.
Howey, K. R., & Grossman, P. L. (1989). A study in contrast: Sources of pedagogical content knowledge for
secondary English. Journal of teacher education, 40(5), 24-31.
Ko, J., Sammons, P., Maulana, R., Li, W. & Kyriakides, L. (2019, April). Identifying inspiring versus effective teaching:
how do they link and differ? The 2019 Annual Meeting of American Educational Research Association (AERA),
Toronto, Canada.
Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education.
Higher Education Research & Development, 32(2), 244-257.
Sammons, P., Kington, A., Lindorff-Vijayendran, A., & Ortega, L. (2014). Inspiring Teachers: Perspectives and
Practices. Reading: CfBT Education Trust.
Sammons, P., Lindorff, A. M., Ortega, L., & Kington, A. (2016). Inspiring teaching: learning from exemplary
practitioners. Journal of Professional Capital and Community, 1(2), 124-144.
Tyrrell, J., Lo, M-L., Sankey, D., & Sam, C. A. (2013). Field experience handbook (preservice education programmes).
Hong Kong: The Hong Kong Institute of Education.
Van de Grift, W. (2007). Quality of teaching in four European countries: A review of the literature and application
of an assessment instrument. Educational Research, 49(2), 127-152.

16. Thank you!