1. Mixed methods research on reflective writing in teacher education.
- Author
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Gläser-Zikuda M, Zhang C, Hofmann F, Plößl L, Pösse L, and Artmann M
- Abstract
In this paper, mixed methods research is presented and discussed in the context of research on reflective writing for the professional development of pre-service teachers. First, we present prominent theoretical frameworks to analyze reflective writings. Second, we review relevant methodological approaches of research on reflective writings in teacher education, such as qualitative, quantitative and mixed methods. Third, we present a study from our research lab combining qualitative content analysis and linguistic analyses as an example for a concurrent mixed method approach. The results of the qualitative content analysis indicated that 198 reflective writings of pre-service teachers were primarily descriptive and on a low level. Computational linguistic analyses revealed that affective and cognitive terminology utilization in reflective writing differed significantly across the different levels of reflection, with a higher frequency of such terms correlating with deeper levels of reflection. Thus, essential challenges and opportunities of implementing such a mixed method study to analyze reflective writings are illustrated and discussed. Finally, we conclude the paper by discussing on how mixed methods approaches might be further advanced in the field of reflective writing research in teacher education., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Gläser-Zikuda, Zhang, Hofmann, Plößl, Pösse and Artmann.)
- Published
- 2024
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