Exploring the Development of Reflective Level and Metacognition: A Cognitive Network Analysis of Continuous Reflective Reporting

This study explores the development of reflection levels and their relationship with metacognitive structures over time through the analysis of ongoing reflection reports from prospective teachers in authentic classroom environments. The findings reveal a significant positive development in reflection levels among prospective teachers over time, with a significant positive correlation between reflection levels and academic performance, indicating that learners with higher reflection levels tend to achieve better grades. Additionally, cognitive network analysis uncovers differences in metacognitive structures among learners with different reflection levels, emphasizing the role of ongoing reflection in promoting learners' metacognitive abilities. These findings fill a research gap in the correlation between prospective teachers' reflection abilities and metacognitive patterns, providing educators with new insights to foster students' reflection levels and metacognitive development without changing existing teaching structures.