The Influence of Collaborative Reflection and ThinkAloud Protocols on Pre-Service Teachers’ Reflection: A Mixed Methods Approach

Abstract

The purpose of this mixed methods study was to determine if there are differences in pre-service teachers’ depth of reflection when using a written self-reflection form, a written self-reflection form and a thinkaloud protocol, and collaborative reflection. Twenty-six pre-service teachers were randomly assigned to fourteen teaching teams. The teams taught a lesson that was videotaped and completed a written selfreflection form while viewing their lesson. The participants were randomly assigned to a control group or experimental group. The control group reflected individually using a written self-reflection form. Experimental Group #1 reflected collaboratively using a written self-reflection form, and Experimental Group #2 reflected individually using a think-aloud process while completing the written self-reflection form. The reflection forms were analyzed for depth of reflection, and a one-way ANOVA revealed significant differences in depth of reflection between the three groups. Participants also engaged in focus group interviews to describe their experiences. Two significant themes emerged: reflection on the teaching experience and reflection on the process used. We recommend that reflection should be used to help pre-service teachers learn from experience. In addition, the use of collaborative reflection and reflection using think-aloud protocols should be considered to promote deeper reflection and understanding.