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This study investigated the relationships between experiential learning, reflective practice, metacognitive awareness, and positive mirror effects during special education teaching practicum . Students ( N = 324, 93.5% females) enrolled in undergraduate early childhood teacher education programs were invited to complete the Experiential Learning Experiences Scale, Reflective Practice Questionnaire, Metacognitive Awareness Inventory, and Mirror Effects Inventory via online survey after their teaching practicum. The findings supported a serial mediation model in which experiential learning was indirectly related to positive mirror effects through its effect on reflective practice and metacognitive awareness. Educators should foster affective reflection and metacognitive awareness through collaborative group settings.
Ho et al. (Sat,) studied this question.