In teacher education, it is important to design activities for enabling student teachers to deal with teaching problems and cultivate their reflective thinking. Because of the dynamic, interdependent, and temporal nature of reflective thinking, uncovering the reflective thinking process comprehensively via a sophisticated learning analysis approach can help to inform the pedagogical design and learning environment design. In this study, based on the discourse trace data drawn from 40 student teachers in an eight-week course, content analysis, statistical analysis, and epistemic network analysi...
