Journal of Educational Research and Innovation
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 (ρ < 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.
Recommended Citation
Lo, WeiHsuan and Romero, Deborah
(2025)
"Pre-service Teachers’ Development of Four C Skills in Early Field Experiences through Reflective Writing,"
Journal of Educational Research and Innovation: Vol. 13, Article 3.
Available at:
https://digscholarship.unco.edu/jeri/vol13/iss1/3