Exploring the Relationship Between Project-Based Reflection and Self-Assessed Digital Pedagogical Practices in Teacher Education

Abstract Preparing future teachers for flexible digital pedagogical practice requires a clear distinction between practical engagement, perceived capabilities and reflective processes. This exploratory, non-preregistered cross-sectional investigation combined questionnaire responses with administrative records from 150 teacher education students enrolled in four courses, representing 82 independent individual project units and 28 collaborative teams. Statistical models adjusted for course differences and accounted for clustering at the administrative project-unit level. Perceived project design and support were positively associated with project-specific reflection (β = 0.256, 95% CI [0.118, 0.393]; n = 149). Project reflection was also associated with additional variation in a combined index measuring self-reported digital practices and capabilities (β = 0.268, 95% CI [0.075, 0.462]; n = 122; ΔR² = 0.044), with the estimated association becoming stronger after adjustment for reported experience. Among 114 participants with complete data across the relevant measures, a post hoc diagnostic identified a positive association with practice-oriented ratings (β = 0.306, 95% CI [0.114, 0.497]). Estimates for capability-oriented ratings were less precise, and the diagnostic neither established differences between the associations nor confirmed the validity of separate measurement scales. Linked written responses distinguished expectations of reusing educational resources, employing digital tools for personal study and rejecting technology use in classroom contexts. Analyses concerning teamwork, anticipated future use and administrative assessment scores offered limited additional support. Overall, the findings identify conditional associations between self-reported measures that may inform discussions about reflective judgement and future pedagogical adaptation. They do not independently establish perceived capability, demonstrated competence development, sustained technology use or environmental sustainability.