Developing Reflective Practice in Preservice Teachers: Influence of a Data-Based Intervention
Seidu Sofo, Beth Easter

Abstract
The study assessed the extent to which a data-based intervention influenced preservice physical education teachers' (PPETs) reflective capabilities during peer teaching. Participants included three intact cohorts of 51 PPETs enrolled in a middle school physical education methods course at different times. Cohort 1 (n = 17) served as the control group and Cohort 2 (n = 18) and Cohort 3 (n = 16) served as the experimental groups. PPETs planned and taught in pairs or groups of threes, two lessons. All lessons were videotaped. Each PPET submitted two reflection papers. The two experimental groups watched and coded videotapes of their first lessons using the Instrument for Identifying Teaching Styles (IFITS) prior to writing their first reflection papers. Furthermore, Cohort 3 watched and coded videotapes of their second lessons. PPETs' reflection papers were coded using an analytic scoring guide consisting of three indicators— Reflective Cycle, Future Teaching, and Use of Available Resources. The coded data were analyzed using descriptive and inferential statistics. Results indicated that the overall mean scores for Cohort 2 and Cohort 3 increased from 5.50 to 6.00 and from 5.94 to 7.00 respectively. That of Cohort 1 increased from 4.76 to 5.06. Paired Samples t-Test analyses showed that the mean difference for Cohort 3 was statistically significant (p = .001), while those of Cohorts 1 and 2 were not. Watching and coding their own teaching twice did improve (once did not) PPETs' scores on the reflective assignment. Providing continuous data-based interventions can improve PPETs' reflective abilities.

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