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Knowledge building activities foster reflective mindsets in EFL pre-service teachers: enhancing creative teaching practices

Author

Listed:
  • Yonggang Gao

    (China University of Geosciences)

  • Lu Gan

    (China University of Geosciences)

  • Xiaowei Zhang

    (Beijing University of Chinese Medicine)

  • Dike Zhang

    (China University of Geosciences)

Abstract

This study investigated the effectiveness of knowledge-building activities in promoting reflective mindsets and creative teaching practices among Chinese EFL pre-service teachers. A total of 57 participants were randomly assigned to either the experimental or control group, and a pretest–posttest design was used. The study found that integrating knowledge-building activities, such as collaborative inquiry, reflective journaling, and peer observation and feedback, into teacher education programs can enhance pre-service teachers’ reflective mindsets and improve their creative teaching practices. The results indicated significant post-test mean differences of 1.045 (p

Suggested Citation

  • Yonggang Gao & Lu Gan & Xiaowei Zhang & Dike Zhang, 2025. "Knowledge building activities foster reflective mindsets in EFL pre-service teachers: enhancing creative teaching practices," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-12, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-05818-4
    DOI: 10.1057/s41599-025-05818-4
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