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Pre-Service Teachers' Development of Four C Skills in Early Field Experiences through Reflective Writing

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Bibliographic Details
Title: Pre-Service Teachers' Development of Four C Skills in Early Field Experiences through Reflective Writing
Language: English
Authors: WeiHsuan Lo, Deborah Romero
Source: Journal of Educational Research and Innovation. 2025 13(1).
Availability: University of Northern Colorado, College of Education and Behavioral Sciences. 501 20th Street, Greeley, CO 80639. Web site: https://digscholarship.unco.edu/jeri/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Creative Thinking, Critical Thinking, Communication (Thought Transfer), Cooperation, Skill Development, Reflection, Writing (Composition), Student Attitudes
ISSN: 2153-1846
Abstract: This longitudinal trend research study (Creswell & Guetterman, 2019) investigates how pre-service teachers (PSTs) in a K-12 licensure program that includes a Culturally and Linguistically Diverse (CLD) added endorsement develop the 4Cs (creative thinking, critical thinking, communication, and collaboration) through reflective writing during early field experiences. The study involved five PSTs who submitted three reflective journals during the 2020-2021 school year and nine PSTs who participated in an online virtual focus group. Compared to the 2019-2020 school year, where PSTs observed in-person classes, the shift to online learning in 2020-2021 resulted in maintained Analytic skills (M = 39.40) and increased Metacognitive (M = 30.60), Communication (M = 30.60), and Empathic (M = 30.00) skills. In addition, this study identified significant correlations (? < 0.05) in the second and third journals between (1) communication and empathic strategies, (2) creative thinking skills and descriptive reflection strategies, (3) creative thinking skills and empathic reflection strategies, and (4) critical thinking skills and descriptive reflection strategies. Emerging with the thematic analysis of the focus group interview findings shows that PSTs adapted to online learning by linking personal experiences to observations and seeking creative solutions, highlighting the evolving relationship between the 4Cs and reflection strategies under different learning conditions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483343
Database: ERIC
Description
Abstract:This longitudinal trend research study (Creswell & Guetterman, 2019) investigates how pre-service teachers (PSTs) in a K-12 licensure program that includes a Culturally and Linguistically Diverse (CLD) added endorsement develop the 4Cs (creative thinking, critical thinking, communication, and collaboration) through reflective writing during early field experiences. The study involved five PSTs who submitted three reflective journals during the 2020-2021 school year and nine PSTs who participated in an online virtual focus group. Compared to the 2019-2020 school year, where PSTs observed in-person classes, the shift to online learning in 2020-2021 resulted in maintained Analytic skills (M = 39.40) and increased Metacognitive (M = 30.60), Communication (M = 30.60), and Empathic (M = 30.00) skills. In addition, this study identified significant correlations (? < 0.05) in the second and third journals between (1) communication and empathic strategies, (2) creative thinking skills and descriptive reflection strategies, (3) creative thinking skills and empathic reflection strategies, and (4) critical thinking skills and descriptive reflection strategies. Emerging with the thematic analysis of the focus group interview findings shows that PSTs adapted to online learning by linking personal experiences to observations and seeking creative solutions, highlighting the evolving relationship between the 4Cs and reflection strategies under different learning conditions.
ISSN:2153-1846