Journal article
Lanfang Sun, Lanqing Li, Gaowei Chen, Sau Yan Hui, Louisa Miao-ju Yen, Chin-Hsi Lin*
Reflective Practice, vol. 27(1), 2026, pp. 77-91
Reflective Practice, vol. 27(1), 2026, pp. 77-91
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Cite
APA
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Sun, L., Li, L., Chen, G., Hui, S. Y., Yen, L. M.-ju, & Lin*, C.-H. (2026). Talking the talk: Unleashing pre-service teachers’ classroom-talk self-reflection through video visualization-enhanced training. Reflective Practice, 27(1), 77–91. https://doi.org/10.1080/14623943.2025.2533854
Chicago/Turabian
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Sun, Lanfang, Lanqing Li, Gaowei Chen, Sau Yan Hui, Louisa Miao-ju Yen, and Chin-Hsi Lin*. “Talking the Talk: Unleashing Pre-Service Teachers’ Classroom-Talk Self-Reflection through Video Visualization-Enhanced Training.” Reflective Practice 27, no. 1 (2026): 77–91.
MLA
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Sun, Lanfang, et al. “Talking the Talk: Unleashing Pre-Service Teachers’ Classroom-Talk Self-Reflection through Video Visualization-Enhanced Training.” Reflective Practice, vol. 27, no. 1, 2026, pp. 77–91, doi:10.1080/14623943.2025.2533854.
BibTeX Click to copy
@article{lanfang2026a,
title = {Talking the talk: Unleashing pre-service teachers’ classroom-talk self-reflection through video visualization-enhanced training},
year = {2026},
issue = {1},
journal = {Reflective Practice},
pages = {77-91},
volume = {27},
doi = {10.1080/14623943.2025.2533854},
author = {Sun, Lanfang and Li, Lanqing and Chen, Gaowei and Hui, Sau Yan and Yen, Louisa Miao-ju and Lin*, Chin-Hsi}
}
Abstract
Self-reflection allows educators to evaluate their teaching practices and identify areas for improvement, and it is therefore seen as a crucial means of enhancing teaching quality. Although multiple kinds of video-visualization technology have been developed to support it, few studies have explored such technology’s potential to support preservice teachers’ self-reflection on classroom talk in teacher professional development (TPD) programs or in the context of Chinese-language education. Accordingly, this qualitative study explores the role of a video visualization-enhanced TPD program in pre-service Chinese teachers’ self-reflections on classroom talk. Guided by Driscoll’s (1994) ‘What? So what? Now what?’ model, semi-structured interviews with 22 participants were conducted after the TPD program. Thematic analysis indicated that they took a holistic and analytical view of the video-visualization technology, and that it was able to serve as a reflector, enhancer, and facilitator throughout their processes of selfreflection. The study also discusses implications for future TPD programs that integrate video-visualization tools with the aim of supporting effective self-reflection.