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<p>This study investigated the effectiveness of knowledge-building activities in promoting reflective mindsets and creative teaching practices among Chinese EFL pre-service teachers. A total of 57 participants were randomly assigned to either the experimental or control group, and a pretest–posttest design was used. The study found that integrating knowledge-building activities, such as collaborative inquiry, reflective journaling, and peer observation and feedback, into teacher education programs can enhance pre-service teachers’ reflective mindsets and improve their creative teaching practices. The results indicated significant post-test mean differences of 1.045 (<i>p</i> &lt; 0.05) between the control group and experimental groups, demonstrating the efficacy of these activities in promoting reflective and collaborative practices among pre-service teachers. The study supports the notion that pre-service teachers can benefit from opportunities to engage in reflective and collaborative activities to bridge the gap between theoretical training and classroom realities in Chinese EFL contexts. The findings highlight the importance of providing pre-service teachers with opportunities to engage in self-assessment, reflection, and goal-setting activities to foster a reflective mindset and support the development of creative teaching practices. The study underscores the practical relevance of incorporating knowledge-building activities into teacher education programs, addressing systemic challenges in Chinese EFL education, and enhancing pre-service teachers’ professional development to improve teaching practices.</p>

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Knowledge building activities foster reflective mindsets in EFL pre-service teachers: enhancing creative teaching practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月30日

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  • Yonggang Gao,
  • Lu Gan,
  • Xiaowei Zhang,
  • Dike Zhang

摘要

This study investigated the effectiveness of knowledge-building activities in promoting reflective mindsets and creative teaching practices among Chinese EFL pre-service teachers. A total of 57 participants were randomly assigned to either the experimental or control group, and a pretest–posttest design was used. The study found that integrating knowledge-building activities, such as collaborative inquiry, reflective journaling, and peer observation and feedback, into teacher education programs can enhance pre-service teachers’ reflective mindsets and improve their creative teaching practices. The results indicated significant post-test mean differences of 1.045 (p < 0.05) between the control group and experimental groups, demonstrating the efficacy of these activities in promoting reflective and collaborative practices among pre-service teachers. The study supports the notion that pre-service teachers can benefit from opportunities to engage in reflective and collaborative activities to bridge the gap between theoretical training and classroom realities in Chinese EFL contexts. The findings highlight the importance of providing pre-service teachers with opportunities to engage in self-assessment, reflection, and goal-setting activities to foster a reflective mindset and support the development of creative teaching practices. The study underscores the practical relevance of incorporating knowledge-building activities into teacher education programs, addressing systemic challenges in Chinese EFL education, and enhancing pre-service teachers’ professional development to improve teaching practices.