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

Yonggang Gao, Lu Gan (), Xiaowei Zhang () and Dike Zhang
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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

Humanities and Social Sciences Communications, 2025, vol. 12, issue 1, 1-12

Abstract: 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

Date: 2025
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DOI: 10.1057/s41599-025-05818-4

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