How blue hat co-regulate pre-service teachers' collective reflection based upon the six-hat thinking technique: A lag sequential analysis

IF 3.7 2区 教育学 Q1 Social Sciences Thinking Skills and Creativity Pub Date : 2024-08-22 DOI:10.1016/j.tsc.2024.101626
Aoxue Mei , Taotao Long , Zhi Liu
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Abstract

Collective reflection is essential for teachers' professional growth which involves multiple individuals participating in reflective exercises. However, collective reflection often faces problems such as disorganization and inadequate criticism. This study utilized the six-hat thinking framework to structure collective reflection among pre-service teachers during project-based instructional design learning. Despite its known collaboration-boosting effects, the impact of six-hat thinking technique on pre-service teachers' collective reflection, particularly within co-regulation, is under-explored. Focusing on Blue Hat's coordinating role on monitoring and planning, this study employed co-regulation coding and Lag Sequential Analysis (LSA) to analyze collective reflection behaviors. Findings uncovered co-regulation patterns within the six-hat-enhanced reflection, emphasizing Blue Hat's significance. This study distinguished regulation patterns between high and low-level understanding on grasping the six-hat thinking technique. High-understanding groups demonstrated co-regulation centered on regulation-evaluation, fostering self-assessment of instructional design projects and refinement planning. Conversely, low-understanding groups exhibited a pattern focused on task verification, neglecting group work regulation or evaluation. This study also delved into LSA-derived empirical insights on communication dynamics underlying co-regulation in six-hat-integrated collective reflection.

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蓝帽子如何基于六帽思考技术共同调节职前教师的集体反思:滞后序列分析
集体反思对教师的专业成长至关重要,它需要多人共同参与反思活动。然而,集体反思往往面临着组织混乱、批评不足等问题。本研究利用 "六帽思考框架 "来构建职前教师在基于项目的教学设计学习中的集体反思。尽管六顶帽子思维技术具有众所周知的合作促进作用,但它对职前教师集体反思的影响,尤其是在共同调控中的影响,还没有得到充分的探讨。本研究以蓝帽在监控和规划中的协调作用为重点,采用共同调控编码和滞后序列分析法(LSA)来分析集体反思行为。研究结果揭示了 "六顶帽子 "强化反思中的共同调节模式,强调了 "蓝帽子 "的重要性。本研究区分了高水平和低水平理解对掌握六帽思考技巧的调节模式。高理解水平组表现出以调节-评价为中心的共同调节,促进了教学设计项目的自我评估和改进规划。相反,理解力低的小组则表现出以任务验证为中心的模式,忽视了小组工作的调节或评估。本研究还深入探讨了六帽整合集体反思中共同调节的交流动力,并从中获得了 LSA 经验性启示。
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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