反思寫作應用於特殊教育師資培育課程之實踐和成效

The Application and Effectiveness of Reflective Writing in Teacher Education Programs for Special Education

反思在教師專業成長中扮演重要角色，而反思寫作被證實是提升教師專業成長的重要工具。目前大學中缺乏系統性培養反思能力的課程，導致學生的教學反思僅限於描述層次，未能有效提升其反思能力。本研究採用行動研究方法，旨在探討反思寫作教學模組應用在特殊教育基礎專業課程中的實踐歷程及成效，以及教師在歷程中的角色與反思。研究參與者為39名選修特殊教育基礎專業課程的二年級學生，透過問卷調查、個人和焦點團體訪談、反思日誌等多元資料的蒐集，以深入了解教學模組的實際運用及其影響。課程規劃為18週、每週兩節課，反思寫作教學模組涵蓋後設反思、反思風格分析、主題反思和結合其他課程的實作活動等四個階段。反思寫作格式採用自由書寫、ORID四層次問題和六階段反思循環工具，並結合自我、同儕與教師回饋。研究結果顯示，每位學生至少完成18篇反思日誌，總計702篇。隨著書寫時間增加，反思日誌字數呈現上升趨勢，尤其是實作活動。大多數學生認為結構化的反思寫作教學模組有助於深化學習內容、持續專業成長、提升反思的深度與廣度，並促進自我覺察和自我賦權。此外，反思行為能融入日常生活和其他課程中。然而，也面臨如同儕回饋品質受同儕選擇與積極度影響等挑戰。教師在實踐中扮演引導者、評估者和觸媒者的角色，透過自我與同儕回饋的雙重機制，引導學生進行更深入的反思。本研究結果為大學教師在特殊教育師資培育課程中應用反思寫作提供了可行的教學實踐參考案例。

Rationale and Purpose: Reflection plays a pivotal role in the professional growth of teachers, with reflective writing serving as a key tool for enhancing their growth. Despite its relevance, the systematic training of reflective capabilities in university education remains notably deficient. Students tend to merely record events without engaging in critical analysis, resulting in surface-level descriptive reflections that do not effectively promote their professional development. Establishing structured and systematic reflective writing courses in higher education is urgently required to cultivate the deeper reflective capabilities of students, thereby supporting their future teaching practices and professional growth. Although reflective writing has been extensively applied in fields such as health care and social work, research in special education remains sparse. This study aims to address this gap by employing action research to explore the application and effectiveness of a reflective writing teaching module of a foundational special education course. Additionally, the study examined the role and reflections of the instructor throughout this process. The overarching goal is to provide insights and practical references for integrating reflective writing into teacher education programs, particularly in special education. Methods: The participants in this study were 39 second-year students enrolled in a foundational special education course. To gain a comprehensive understanding of the practical application and effects of the teaching module, diverse data collection methods were used. These included questionnaires, individual and focus group interviews, and reflective journals. The course spanned 18 weeks, with two sessions each week dedicated to the reflective writing teaching module. This module comprised four stages: metacognitive reflection, reflective style analysis, thematic reflection, and the integration of practical activities with other courses. Each stage aimed to progressively deepen the students’reflective capabilities and enhance their professional development. The reflective writing formats incorporated in the module were diverse, fostering various dimensions of reflection. These formats involved free writing, the four-level ORID (Objective, Reflective, Interpretive, Decisional) questioning method, and a six-phase reflective cycle tool. To further enrich the reflective process, a feedback mechanism combining self, peer, and teacher feedback was implemented. This multifaceted approach was aimed at providing students with comprehensive insights into their reflective practices and facilitating their continual improvement. Results/Findings: The reflective writing module was initially planned to include four stages. However, because of the COVID-19 pandemic, the fourth stage was integrated with another course, resulting in the overlapping of stages three and four. The next semester continued with reflective writing (stage five), allowing the students to freely choose their reflection formats to enhance their reflective thinking and learning outcomes. Initially, the students encountered challenges in understanding the ORID structure, but their reflective writing improved gradually through teacherprovided examples and peer discussions. They found the free writing and various structured formats to be beneficial, although each format has its distinctive pros and cons. This study further examined the effects of the structured reflective writing teaching module on student learning. Each student completed at least 18 reflective journals, resulting in a total of 702 entries. An analysis of these journals revealed an increasing trend in the length and depth of reflections over time, particularly during practical activities. Initially, students predominantly engaged in responding to content (52.79%). However, with increased practice, their relating and reasoning reflections considerably increased. These changes underscore the beneficial effects of deliberate practice and guidance in reflective writing on enhancing the students’critical thinking and reasoning skills. Nonetheless, providing adequate time and opportunities for deeper reflection remains crucial during instructional processes. Most students reported that the structured reflective writing teaching module deepened their understanding of the course content, sustained their professional growth, enhanced the depth and breadth of their reflections, and promoted self-awareness and empowerment. The structured nature of the module provided a clear framework for engaging in reflections, which numerous students found beneficial for their learning process. Additionally, the integration of reflective practices into daily life and other courses was a notable outcome, suggesting the teaching module had a long-term effect beyond the confines of the special education course. However, the study identified several challenges. The quality of peer feedback was influenced by the selection and engagement levels of peers, highlighting the necessity of developing and implementing strategies to ensure consistent and constructive peer feedback. Despite these challenges, the instructor played a crucial role in guiding, evaluating, and acting as a catalyst for deeper reflections. Through the dual mechanism of self and peer feedback, the instructor created a supportive environment that encouraged students to engage in meaningful reflection. This study emphasized the“begin with the end in mind”approach to teaching, which involves defining learning objectives and expected outcomes before designing instructional plans. Teachers require reflective capabilities to adjust their teaching strategies through self-observation, analysis, and review, and to establish open communication channels, including the regular collection of student feedback. Reflective writing requires deliberate practice and incubation time to foster professional growth and internalize reflective thinking. Introducing reflective writing modules in teaching can enhance the self-assessment skills of students but requires consideration of time commitment and peer engagement. Conclusions/ Implications: The findings of this study provide university instructors with valuable insights regarding the integration of reflective writing into special education teacher training programs. The structured reflective writing module was beneficial in fostering continuing professional development and enhancing reflective practices among students. It emphasizes the instructor’s role in guiding and enhancing the reflective process and highlights the systematic integration of reflective writing in teacher education for sustained professional growth. In conclusion, implementing a structured reflective writing module in teacher education courses can substantially enhance the professional development of teachers. By providing a clear framework for reflection and integrating feedback mechanisms, such modules can considerably enhance the reflective capabilities of students. Future research should explore the long-term effects of reflective writing practices on professional development and identify strategies to address the challenges associated with peer feedback. These findings contribute to the ongoing discourse on the importance of reflection in teacher education and provide practical guidance for educators intending to implement reflective writing in their courses.