Understanding Reflective Practice through Reflective Levels and Training Pathway Characteristics
Reflective practice is widely recognized as a fundamental aspect of teacher development, but its practical implementation often poses challenges for pre-service teachers. Although essential for professional growth, the depth and nature of reflective practice vary considerably among pre-service teach...
Uloženo v:
| Vydáno v: | International journal of instruction Ročník 18; číslo 4; s. 583 - 600 |
|---|---|
| Hlavní autoři: | , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
01.10.2025
|
| ISSN: | 1694-609X, 1308-1470 |
| On-line přístup: | Získat plný text |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
|
| Abstract | Reflective practice is widely recognized as a fundamental aspect of teacher development, but its practical implementation often poses challenges for pre-service teachers. Although essential for professional growth, the depth and nature of reflective practice vary considerably among pre-service teachers. This study investigates the reflective practices of Chinese pre-service teachers during their education internships, examining how training pathway characteristics-qualification, teaching grade level, teaching experience, and teaching certification-influence their levels of reflective practice. Grounded in Larrivee’s (2008) framework, this quantitative study surveyed 198 pre-service teachers using a validated instrument for measuring levels of reflective practice. The findings reveal notable patterns: pre-service teachers most frequently engage in critical and pedagogical reflection, while surface and pre-reflection levels are comparatively less common. Specifically, qualification is associated with deeper levels of reflection; teaching grade level affects pre-reflection and surface reflection; and teaching experience significantly shapes critical reflection. Additionally, obtaining a teaching certification is linked to heightened pre-reflection and surface reflection. These results underscore the complexity of reflective practice and its interaction with pre-service teachers’ training pathway characteristics. The study offers insights for teacher educators seeking to understand reflective practice and to design targeted interventions that foster reflective capacity. By clarifying the relationship between levels of reflection and training pathway characteristics, this research contributes to the advancement of teacher preparation in the Chinese context. |
|---|---|
| AbstractList | Reflective practice is widely recognized as a fundamental aspect of teacher development, but its practical implementation often poses challenges for pre-service teachers. Although essential for professional growth, the depth and nature of reflective practice vary considerably among pre-service teachers. This study investigates the reflective practices of Chinese pre-service teachers during their education internships, examining how training pathway characteristics-qualification, teaching grade level, teaching experience, and teaching certification-influence their levels of reflective practice. Grounded in Larrivee’s (2008) framework, this quantitative study surveyed 198 pre-service teachers using a validated instrument for measuring levels of reflective practice. The findings reveal notable patterns: pre-service teachers most frequently engage in critical and pedagogical reflection, while surface and pre-reflection levels are comparatively less common. Specifically, qualification is associated with deeper levels of reflection; teaching grade level affects pre-reflection and surface reflection; and teaching experience significantly shapes critical reflection. Additionally, obtaining a teaching certification is linked to heightened pre-reflection and surface reflection. These results underscore the complexity of reflective practice and its interaction with pre-service teachers’ training pathway characteristics. The study offers insights for teacher educators seeking to understand reflective practice and to design targeted interventions that foster reflective capacity. By clarifying the relationship between levels of reflection and training pathway characteristics, this research contributes to the advancement of teacher preparation in the Chinese context. |
| Author | Goh, Pauline Swee Choo Xu, Rui Yunus, Hashimah Mohd |
| Author_xml | – sequence: 1 givenname: Rui surname: Xu fullname: Xu, Rui – sequence: 2 givenname: Pauline Swee Choo surname: Goh fullname: Goh, Pauline Swee Choo – sequence: 3 givenname: Hashimah Mohd surname: Yunus fullname: Yunus, Hashimah Mohd |
| BookMark | eNpNkF1LwzAYhYNMcM7de9k_0Pq-SdoklzL8goFDNvCupvlYI7WTpE727-2cF16dA4fnXDyXZNLvekfINUJBFWPsJryHggItC5ScUX1GpshA5sgFTMZeKZ5XoF4vyDyl0ADngiMIPiVvm966mAbd29BvsxfnO2eGsHfZKuqxGJcNbdx9bdv_29LtXZeyEcrWUYf-iK700H7rQ7Zo9ZF0MaQRT1fk3Osuuflfzsjm_m69eMyXzw9Pi9tlbrCSQ26MaIS0IBSglF6B9yBL4yuqoaK2qahrhJUlKNRcATcWSw8a0ZYI4JDNCJx-TdylFJ2vP2P40PFQI9S_kupRUn2UVJ8ksR_bj15x |
| ContentType | Journal Article |
| DBID | AAYXX CITATION |
| DOI | 10.29333/iji.2025.18432a |
| DatabaseName | CrossRef |
| DatabaseTitle | CrossRef |
| DatabaseTitleList | CrossRef |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 1308-1470 |
| EndPage | 600 |
| ExternalDocumentID | 10_29333_iji_2025_18432a |
| GroupedDBID | -W8 .GO 29J 2WC 5GY 5VS AAFWJ AAHSB AAYXX ABOPQ ACGFO ADBBV AEGXH AIAGR ALMA_UNASSIGNED_HOLDINGS BCNDV CITATION EDJ EOJEC KQ8 OBODZ OK1 OVT RNS TR2 |
| ID | FETCH-LOGICAL-c168t-cc7b78d0790188f90ff085cf62a062db62eb7d85091a4904cd15f0a11d5100e13 |
| ISICitedReferencesCount | 0 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001588548000033&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1694-609X |
| IngestDate | Sat Nov 29 07:30:19 EST 2025 |
| IsDoiOpenAccess | false |
| IsOpenAccess | true |
| IsPeerReviewed | false |
| IsScholarly | true |
| Issue | 4 |
| Language | English |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-c168t-cc7b78d0790188f90ff085cf62a062db62eb7d85091a4904cd15f0a11d5100e13 |
| OpenAccessLink | https://doi.org/10.29333/iji.2025.18432a |
| PageCount | 18 |
| ParticipantIDs | crossref_primary_10_29333_iji_2025_18432a |
| PublicationCentury | 2000 |
| PublicationDate | 2025-10-01 |
| PublicationDateYYYYMMDD | 2025-10-01 |
| PublicationDate_xml | – month: 10 year: 2025 text: 2025-10-01 day: 01 |
| PublicationDecade | 2020 |
| PublicationTitle | International journal of instruction |
| PublicationYear | 2025 |
| SSID | ssib044741074 ssj0000070621 |
| Score | 2.3164515 |
| Snippet | Reflective practice is widely recognized as a fundamental aspect of teacher development, but its practical implementation often poses challenges for... |
| SourceID | crossref |
| SourceType | Index Database |
| StartPage | 583 |
| Title | Understanding Reflective Practice through Reflective Levels and Training Pathway Characteristics |
| Volume | 18 |
| WOSCitedRecordID | wos001588548000033&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVHPJ databaseName: ROAD: Directory of Open Access Scholarly Resources customDbUrl: eissn: 1308-1470 dateEnd: 99991231 omitProxy: false ssIdentifier: ssib044741074 issn: 1694-609X databaseCode: M~E dateStart: 20080101 isFulltext: true titleUrlDefault: https://road.issn.org providerName: ISSN International Centre |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1Lj9owELYo7aGXatvtqo9t5UMvewibh7GTY7UCcaCoakHilo1fgooNqAV2e-l_6T_dsR2HAKq0e-glihwySZjPM2N7_A1Cn3jBNeGxCKSGIQqhVAScRSpgiQB_IISMtKXMH7LRKJ1Os6-t1l-_F2a7YGWZ3t1lq_-qamgDZZuts49Qdy0UGuAclA5HUDscH6T4yd52lW9KL5xNq6iJoB_72jyNa0OTO-TomsdV0QjD3j-7LX7bFfkGp3MznN2fT9xjoaiJab1Kpxurzs28TvlZ1rmJJtT9fqsUPGu5rA3RptxYlA1MwaebYgYGaCab0xRxt05485aVZiSgoa2bC47HtSWGW5a4yiHH5ng312Bta9dVvKncNLUEp0ceAKIXM0Xdn_-Yd8xrdEw9m7jh7fwK_4ETrFMTYVBkZeQgITcScifhCXoas25mDOeXPz1vsgiBiMzTCbkRFwup2-3nP9gtjluhlwev1QiGGlHN-AS9qIYj-LOD0UvUUuUrU8m7yvo5Rdd7cMI7yGAPJ1zBqXnNwQnDTdjDCVdwwgdweo0m_d74ahBUVTkCEdF0HQjBOEtlyCCSTFOdhVpD2C40jQv4cslprDiTqQlEC5KFBLp7V4dFFEkw_6GKkjPULpeleoMwS7nWEPJmMi5IQiVncSgElUolSmWJeosu_N-Trxz5Sv4v_bx7xG_fo-c7iJ6jNnQI9QE9E9v1_NfPj1bB92DEf7g |
| linkProvider | ISSN International Centre |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Understanding+Reflective+Practice+through+Reflective+Levels+and+Training+Pathway+Characteristics&rft.jtitle=International+journal+of+instruction&rft.au=Xu%2C+Rui&rft.au=Goh%2C+Pauline+Swee+Choo&rft.au=Yunus%2C+Hashimah+Mohd&rft.date=2025-10-01&rft.issn=1694-609X&rft.eissn=1308-1470&rft.volume=18&rft.issue=4&rft.spage=583&rft.epage=600&rft_id=info:doi/10.29333%2Fiji.2025.18432a&rft.externalDBID=n%2Fa&rft.externalDocID=10_29333_iji_2025_18432a |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1694-609X&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1694-609X&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1694-609X&client=summon |