The Study of the Impact of Reflection Journal on Canadian Pre-service Teachers’ Professional Development
Standing
Graduate (PhD)
Type of Proposal
Oral Research Presentation
Challenges Theme
Understanding and Optimizing Borders
Your Location
Windsor
Faculty
Faculty of Education
Faculty Sponsor
Mandy Turkalj
Proposal
Teachers’ professional development relates to the quality of teaching and education. Previous research has found that teaching experience and reflection on teaching could lead to teachers’ development (Golombek & Johnson, 2017). Reciprocal Learning Program requires Canadian pre-service teachers to write weekly reflection during their three-month learning trip in China where they get the chance to teach Chinese students and observe classes. Although there are acumulating studies on teachers’ reflexive behavior as a way of developing profession, not much attention is paid to the role of reflection that plays in pre-service teachers’ professional development. The qualitative study will collect and analyze Canadian pre-service teachers’ weekly reflection journals, and interview the seven teachers who have been to China in 2019 from March to June. The interview will be audio-recorded and transcribed. The research questions will be about how Canadian pre-service teachers from Ontario re-construct their teaching and learning experience in China and develop their teaching knowledge and teacher identity through writing weekly reflection. This study will provide implications on teacher education programs for pre-service teachers and offer suggestions on how to use weekly reflection as an important tool to develop teachers’ profession.
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The Study of the Impact of Reflection Journal on Canadian Pre-service Teachers’ Professional Development
Teachers’ professional development relates to the quality of teaching and education. Previous research has found that teaching experience and reflection on teaching could lead to teachers’ development (Golombek & Johnson, 2017). Reciprocal Learning Program requires Canadian pre-service teachers to write weekly reflection during their three-month learning trip in China where they get the chance to teach Chinese students and observe classes. Although there are acumulating studies on teachers’ reflexive behavior as a way of developing profession, not much attention is paid to the role of reflection that plays in pre-service teachers’ professional development. The qualitative study will collect and analyze Canadian pre-service teachers’ weekly reflection journals, and interview the seven teachers who have been to China in 2019 from March to June. The interview will be audio-recorded and transcribed. The research questions will be about how Canadian pre-service teachers from Ontario re-construct their teaching and learning experience in China and develop their teaching knowledge and teacher identity through writing weekly reflection. This study will provide implications on teacher education programs for pre-service teachers and offer suggestions on how to use weekly reflection as an important tool to develop teachers’ profession.