A pilot study of Teaching Development of Japanese Language Preservice Teachers through Collaborative Reflection Technique
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Abstract
This qualitative research study aims to examine the outcomes of teaching development among preservice teachers through collaborative reflection. Additionally, the study investigates the opinions of practicing preservice teachers regarding the use of reflection, specifically utilizing the KPT technique, for teaching development. The study focuses on three target groups: 1) three preservice teachers, 2) three fellow preservice teachers, 3) three school mentors, and 4) three university supervisors who are majoring in Japanese language teaching. Data collection involved the use of a reflective form and semi-structured interviews. The data were analyzed using content analysis. The findings indicate that the impact of reflection on teaching was observed in the connection between the problem perspective and the try perspective in the first reflection, as well as the keep perspective in the second reflection. Concrete teaching development was evident in the second reflection. It was found that the number of reflective items supporting the perspective of keep was higher compared to other perspectives, and this consistency was observed across all three groups. This approach enables preservice teachers to discuss easily and systematically teaching concepts, leading to the identification of problems that arise during the teaching process. By engaging preservice teachers, school mentors, and fellow preservice teachers, and facilitating the expression and reflection of ideas through written communication, this study highlights the significance of contemplating problems and formulating guidelines for further self-improvement in teaching.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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