Reflection is an important aspect of teaching practice due to its transformative nature and its support in knowledge development. Engaging in reflection enhances students' learning capacity and teaching confidence. Experiential learning, which involves acquiring knowledge, skills, and values through direct experiences, positively influences educational outcomes. It promotes task awareness, academic self-concept, writing skills, generative knowledge, and understanding the impact of knowledge on behavior, while also fostering teaching confidence. However, further investigation is needed, particularly in Asian populations and special education teacher training, as existing research has primarily focused on Western contexts and mainstream education. This study aims to examine the mediating role of reflective capacity in the relationship between practicum experiences and teaching confidence. The study involves undergraduate students (N = 324, 93.5% female) enrolled in an early childhood education program with a specific focus on Leadership and Special Educational Needs. A post-evaluation is conducted using the Experiential Learning Experiences Scale and Reflective Practice Questionnaire, administered through an online survey after the practicum. The results demonstrate that reflective capacity acts as a mediator between practicum experiences and teaching confidence. Furthermore, the findings highlight the contribution of practicum experiences to the development of enhanced reflective capacity and increased teaching confidence, ultimately benefiting children with special educational needs. This study emphasizes the importance of further research in extracting practical knowledge and reflective experiences in special education from both pre-service and in-service teacher training programs.

Authors:
Hoi Yan Lau, Hong Kong Metropolitan University, Hong Kong

About the Presenter(s)
Ms. Lau is currently a Lecturer with eight years of experience working in Hong Kong Metropolitan University, Hong Kong.

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