Preservice Teachers’ Reflective Discussions on Teaching in a Virtual Learning Environment: A Cross-Country Study

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Contemporary Discussions in Learning Environments Research 1 (Table 3)

Abstract

Reflective discussion, a valued component in the contemporary teacher education field, can be an effective way for preservice teachers to enhance their teaching quality and professional development. This study examined the influences on preservice teachers’ reflections by analyzing their reflective discussions on practical teaching issues with their overseas peers in a virtual learning environment, which was rare before COVID. The results showed that teaching practice dominates preservice teachers’ professional reflective discussions across four regions: Mainland China, Hong Kong, the Netherlands, and Uganda. However, teacher education significantly influences their teaching innovation. This study suggests raising preservice teachers’ awareness by engaging them in professional reflective discussions that require deliberate thinking about their acquired knowledge, which is conducive to their professional growth.

Authors

• Ye Wang, The Education University of Hong Kong

• James Ko, The Education University of Hong Kong