Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model

Wing W.Y. Ho; Yan H.Y. Lau

doi:10.1016/j.tate.2025.104947

Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model

Wing W.Y. Ho, Yan H.Y. Lau

Education

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

This study investigated the relationships between experiential learning, reflective practice, metacognitive awareness, and positive mirror effects during special education teaching practicum. Students (N = 324, 93.5% females) enrolled in undergraduate early childhood teacher education programs were invited to complete the Experiential Learning Experiences Scale, Reflective Practice Questionnaire, Metacognitive Awareness Inventory, and Mirror Effects Inventory via online survey after their teaching practicum. The findings supported a serial mediation model in which experiential learning was indirectly related to positive mirror effects through its effect on reflective practice and metacognitive awareness. Educators should foster affective reflection and metacognitive awareness through collaborative group settings.

Original language	English
Article number	104947
Journal	Teaching and Teacher Education
Volume	157
DOIs	https://doi.org/10.1016/j.tate.2025.104947
Publication status	Published - Apr 2025

Keywords

Reflective practice
Metacognition
Positive mirror effect
Teacher education
Practicum

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10.1016/j.tate.2025.104947

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title = "Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model",

abstract = "This study investigated the relationships between experiential learning, reflective practice, metacognitive awareness, and positive mirror effects during special education teaching practicum. Students (N = 324, 93.5% females) enrolled in undergraduate early childhood teacher education programs were invited to complete the Experiential Learning Experiences Scale, Reflective Practice Questionnaire, Metacognitive Awareness Inventory, and Mirror Effects Inventory via online survey after their teaching practicum. The findings supported a serial mediation model in which experiential learning was indirectly related to positive mirror effects through its effect on reflective practice and metacognitive awareness. Educators should foster affective reflection and metacognitive awareness through collaborative group settings.",

keywords = "Reflective practice, Metacognition, Positive mirror effect, Teacher education, Practicum",

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N2 - This study investigated the relationships between experiential learning, reflective practice, metacognitive awareness, and positive mirror effects during special education teaching practicum. Students (N = 324, 93.5% females) enrolled in undergraduate early childhood teacher education programs were invited to complete the Experiential Learning Experiences Scale, Reflective Practice Questionnaire, Metacognitive Awareness Inventory, and Mirror Effects Inventory via online survey after their teaching practicum. The findings supported a serial mediation model in which experiential learning was indirectly related to positive mirror effects through its effect on reflective practice and metacognitive awareness. Educators should foster affective reflection and metacognitive awareness through collaborative group settings.

AB - This study investigated the relationships between experiential learning, reflective practice, metacognitive awareness, and positive mirror effects during special education teaching practicum. Students (N = 324, 93.5% females) enrolled in undergraduate early childhood teacher education programs were invited to complete the Experiential Learning Experiences Scale, Reflective Practice Questionnaire, Metacognitive Awareness Inventory, and Mirror Effects Inventory via online survey after their teaching practicum. The findings supported a serial mediation model in which experiential learning was indirectly related to positive mirror effects through its effect on reflective practice and metacognitive awareness. Educators should foster affective reflection and metacognitive awareness through collaborative group settings.

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KW - Metacognition

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Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model

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Keywords

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