Investigating Preservice Teachers' Reflective Writing: How Epistemic Networks Shape Reflection Levels and Strategies

• In Event: AERA Poster Session 11
  In Poster Session: Poster 13: Writing

Abstract

Writing reflective journals is an important means to improve teachers' reflective writing and promote professional development. This study investigated preservice teachers’ reflective journals by adopting epistemic network analysis. Participants were 35 preservice teachers enrolled in an undergraduate course. In this study, participants were divided into two groups, the high- and low-achieving group, according to the grading of their final group script. Results show that during the process of reflective writing, high-achieving groups made more descriptive reflections on group methods and summative reflection, while low-achieving group tends to make descriptive writing on individual and group content. Findings of this study have significant effects on improving preservice teachers’ use of strategies in reflective writing and provides reference for promoting their professional development.

Authors

• Yuhe Yi, East China Normal University

• Xiaoxu Lu, East China Normal University

• Jing Leng, East China Normal University