Reflective Practice, Pedagogical Knowledge, and Collaborative Learning in a Virtual Learning Environment: A Comparative Quasi-Experiment

• In Event: Worldwide Perspectives on Preservice Teacher Education

Abstract

This study was intended to test a new developmental model of reflective teaching and provide rare empirical evidence on the conducive effects of reflective practice training and collaborative learning of preservice teachers on their efficacy to teaching, growing depth of reflection, and micro-teaching performance. A quasi-experiment was designed to help develop non-subject-based pedagogical knowledge and reflective training and conditions that require participants to collaborate and share prior knowledge with their local and foreign peers. The measures we included both qualitative and quantitative evidence to evaluate the effects of the training program and the collaborations of preservice teachers. Cultural influences on Chinese and Korean participants were anticipated, but their specific influences were explored.

Authors

• James Ko, The Education University of Hong Kong

• Soo-Young Lee, Seoul National University of Education

• Tae-Hee Choi, The Education University of Hong Kong

• Kyungja Ahn, Seoul National University of Education

• Carla Briffett Aktaş, The Education University of Hong Kong