Online Practicum Preparation for Enhancing Preservice Teachers' Reflection Depths: A Quasi-Experimental Approach

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Abstract

Building preservice teachers’ capacities with reflections on their acquired knowledge and practicum practice has become indispensable in teacher education programs. Using the teaching and assessing reflective learning model by Ryan and Ryan (2013), this study evaluated the effectiveness of a short self-access online training on preservice teachers’ reflection depths during practicum preparation. The training sequence and different topics also significantly affected preservice teachers in generating reflections. Preservice teachers generated many reflective statements, although their reflection depths were relatively shallow. This study provided evidence by operationalizing different levels of reflection depth. It implied that establishing a standard-based online training and a systematic evaluation framework can enhance preservice teachers’ reflection depths and teaching quality during the preparation stage.

Authors

• Ye Wang, The Education University of Hong Kong
  Presenting Author

• James Ko, The Education University of Hong Kong
  Non-Presenting Author