Using Epistemic Network Analysis to Explore Preservice Science Teachers' Cognitive and Emotional Changes in a Collective Reflection Integrated with Classroom Teaching_Video Multimodal Analysis Technology

Collective reflection refers to the process by which group members reflect through social interaction, as well as to the outcomes of this process. It has been applied and promoted in teacher education as essential to improving teacher professional development. However, current research revealed that teachers' collective reflection suffered from lack of in-depth and critical reflection. In order to address the shortcomings in current research on revealing the cognitive and emotional patterns during the collective reflection process, this study focused on a group of pre-service science teachers' collective reflection on their voluntary teaching practice. The multimodal analysis reports of their classroom videos were integrated in their collective reflection in the later stage of the voluntary teaching program. Encoding of their collective reflection discourse based on the pre-trained language model BERT, the study visualized the cognitive and emotional patterns of the collective reflection of these pre-service science teachers through ENA(Epistemic Network Analysis). This study confirmed the important role of the video multimodal analysis report on collective reflection in enhancing the cognitive level of pre-service science teachers, and achieving an in-depth reflection. This study also revealed that the emotional acceptance of the pre-service science teachers was also relatively high. The findings shed lights on engaging pre-service science teachers in a critical and in-depth collective reflection in a positive way.