Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes

Abstract Reflection is important for pre-service teacher development as it can help deepen their understanding of teaching and benefit their teaching practice. There have been several proposals of intelligent teaching analytics developed with the aim to strengthen the connection between practice and reflection by providing feedback to pre-service teachers. However, the implementation and user experience of intelligent teaching analytics in collaborative reflection remain underexplored. This study aimed to explore pre-service teachers’ experiences and shared regulation during collaborative reflection. Using a design-based research approach, 20 pre-service teachers participated in a seven-week collaborative reflection program. The intelligent teaching analytics implementation was iteratively improved over time, with data collected from reflection processes and interviews. Analysis of shared regulation revealed that as the implementation was refined over time, the interconnections among different regulation behaviors increased. Thematic analysis further indicated that pre-service teachers perceived intelligent teaching analytics as beneficial for enhancing their pedagogical content knowledge. Emotionally, they initially felt nervous and embarrassed but gradually found the collaborative reflection atmosphere to be friendly, harmonious, and mutually supportive. This research contributes to the development of principles for integrating intelligent teaching analytics into collaborative reflection and provide suggestions for future advancement of intelligent teaching analytics.