Abstract—Analyzing reflective behaviors in microteaching contributes to the identification of teaching issues and promotes the enhancement of reflective abilities among teacher education students. This study examines 52 reflective texts from 26 teacher education students as research samples and employs lag sequence analysis to analyze their reflective behaviors in microteaching, yielding a total of 807 behavior samples. The analysis results indicate: (1) Overall, teacher education students exhibit insufficiently comprehensive reflective behaviors and lack adequate reflection on classroom atmosphere and teaching evaluation and feedback; (2) Teacher education students at different levels of teaching ability demonstrate significant differences in reflective behavior patterns in microteaching, with those of lower teaching ability overly focusing on their own basic skills while neglecting in-depth analysis of teaching processes and students. Based on this, the study proposes suggestions for optimizing the reflective behavior patterns of teacher education students to enhance their reflective abilities in microteaching and thereby promote their teaching competence development.
 

Keywords—reflective behavior patterns, microteaching, teacher education students, lag sequence analysis 

Cite: Li Meng, Ling Jiang, and Yitong Xu, "A Study on Reflective Behavior Patterns of Teacher Education Students in Microteaching," International Journal of Learning and Teaching, Vol. 11, No. 2, pp. 119-123, 2025.

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