Research On The Development Of Reflective Ability Of Pre-service Teachers In Information Technology Based On Video Club

As China enters a new round of curriculum reform of basic education,higher requirements are put forward for the professional development of teachers.As the designer and organizer of teaching,teachers should thoroughly think and analyze the teaching content and optimize the teaching design scheme.Due to the close connection between the content of information technology curriculum and the development of information science and technology,more and more attention has been paid to the function and potential of information technology curriculum.However,the rapid change of teaching content undoubtedly brings many challenges to information technology teachers,who urgently need to innovate their own teaching concepts and behaviors.Teaching reflection refers to the process activity of dialectical thinking on the existing educational activities and educational information,which can be used as an effective practical approach of teachers’ self-thinking and development.Teaching reflection ability has also become the key ability of teacher education reform.However,in the training system of pre-service IT teachers,there is a lack of relevant research on the development of teachers’ teaching reflection ability.Some studies have shown that video club can promote teachers’ effective reflection,but its specific influence mechanism on pre-service IT teachers’ teaching reflection ability is worth further exploration.This study aims to explore the influence of video club on the teaching reflection ability of pre-service IT teachers.4 undergraduates and 8 postgraduates majoring in educational technology from D Normal University were selected as the research objects,and 12 preservice IT teachers were randomly divided into two groups to carry out one round of preexperiment and five rounds of formal experiment respectively,taking the teaching video lesson type factor as the independent variable.After the experiment,12 teachers were interviewed about influencing factors of teaching reflection ability.The above experimental data were collected,coded and analyzed,so as to explore the changes of teaching reflection ability of pre-service IT teachers before and after they participated in the video club,and whether different class videos would have different influences on the development of teachers’ teaching reflection ability.And summarize the core category and main category which affect teachers’ teaching reflection ability.The specific research work of this study is as follows:1.By means of content analysis and cognitive network analysis,the sliced and coded analysis of the video data of 12 pre-service IT teachers participating in the video club experiment was carried out to investigate the development and change of teachers’ teaching reflective ability from three evaluation dimensions(teaching reflective content,teaching reflective level and teaching reflective process).2.By comparing the dimensional data of two groups of pre-service IT teachers’ teaching reflective ability,the specific influence of video club on each dimension of teaching reflective ability was explored.3.Semi-structured interviews were conducted with 12 teachers according to the interview outline,and the interview texts were three-level coded based on the grounded theory,so as to summarize the core factors affecting the teaching reflection ability of pre-service IT teachers,and put forward effective development strategies for teachers’ teaching reflection ability.The research results show that the development of pre-service IT teachers’ teaching reflective ability in video club has significant characteristics.In terms of dimensions,teachers’ teaching reflective content is more extensive,their teaching reflective level is significantly improved,and teachers’ awareness of discovering,describing and analyzing teaching problems is enhanced,but they lack the awareness of problem solving.In terms of cognitive network structure,the teachers’ cognitive network structure was different in the early stage of the experiment,but with the progress of the experiment,the teachers’ cognitive network structure was gradually stable and balanced,and tended to be the same.Different class videos can have differentiated influences on different dimensions of teachers’ teaching reflection ability.Theoretical class videos are more conducive to promoting teachers’ attention to students’ knowledge acquisition and the form of theoretical knowledge presentation,while operational class videos are more conducive to teachers’ attention on teaching methods and students’ thinking.The two have different influences.Theoretical and operational videos should be selected separately for learning.Factors affecting pre-service IT teachers can be summarized into the following four core categories: knowledge factor,motivation factor,strategy factor and environmental factor.The four factors influence each other and form a combined force to affect teachers’ teaching reflection ability.