Capturing Pre-service Science Teachers’ Collaborative Discourse patterns in Collaborative Refection: a network analytic approach

Collaborative reflection has been recognized as an integral theoretical part of lesson study (LS) to improve teachers’ professional development. However, current research revealed that it is a challenge for facilitating collaborative reflection in lesson study due to its its conceptual ambiguity and intangible quality. Considering the ALACT model has been demonstrated to be able to help promote teachers’ collaborative reflection in a large amount of existing research, this study adopted the ALACT model to structure pre-service science teachers’ collaborative reflection in LS. Due to the dynamic and complicated process of collaborative reflection, epistemic network analysis (ENA) approach was employed to trace the development process of 14 pre-service science teachers’ collaborative discourse patterns in two collaborative reflection activities in LS. Data analysis results revealed that the pre-service science teachers paid more attention on posing problems and introducing multiple voices. And they demonstrated more active in "Generative Orientations" in the first collaborative reflection after micro-teaching, and "Support and Critiquing" in the second collaborative reflection after classroom teaching in primary school. Suggestions are provided for improving pre-service science teachers’ collaborative abilities in a scaffolded collaborative reflection in LS.