The study was conducted by Professor Ge Wei and Professor Haiyan Wang of Capital Normal University in Beijing, who examined a service-learning program at a Chinese normal university. The program emerged in direct response to China’s “double reduction” policy, a national initiative designed to ease the burden of homework and after-school tutoring on schoolchildren. Within the program, pre-service teachers designed and delivered online courses to schoolchildren across the country, working under the guidance of experienced mentors. The setting mattered: rather than a brief, isolated teaching placement, the participants were embedded in an extended, socially consequential service activity with continuous institutional support.

Theoretically, the researchers grounded their analysis in activity theory, a framework that treats human learning as mediated by tools, communities, and social structures rather than as a purely individual mental achievement. They then added a distinctly Chinese philosophical layer. “We invoke the ancient Chinese concept of Yin and Yang (阴阳) as a metaphor for the dialectical relationship between practice and reflection in teacher education,” Wei and Wang explain. “It offered culturally grounded resources for rethinking teacher learning beyond dualism.” In this framing, practice and reflection are not opposing poles to be balanced but complementary aspects of one activity, each containing and generating the other, much as the yin and yang of traditional Chinese thought interpenetrate rather than exclude one another.

One of the study’s central findings is a critique of how the theory–practice divide has historically been understood. The authors found that the problem has typically been framed as an individual, psychological failing — a deficit in the student teacher’s knowledge, skills, or ability to “apply” theory. Their analysis reframes it instead as a collective, socio-cultural problem. On this view, the divide persists because the activity systems surrounding novice teachers — universities, schools, policies, and digital infrastructures — are not designed to let theory and practice transform each other. Fixing it therefore requires redesigning those systems, not simply exhorting student teachers to reflect harder.

The Chinese context proved unusually fertile for such a redesign. According to the study, the “double reduction” policy, combined with university–school collaboration and digital mediation, created what the researchers describe as a fertile ecology for dialectical unity to emerge. The national policy supplied purpose and urgency; the university–school partnership supplied mentors and authentic classroom connections; and the online delivery format supplied a mediating tool through which pre-service teachers could reach real learners at scale. Each element alone would have been insufficient. Together, they formed an activity system in which teaching practice and theoretical reflection could feed continuously into one another.

The most striking result concerns what happened to the pre-service teachers themselves. The study reveals that when novices engage in service learning guided by mentors and peers, their practice and reflection become mutually transformative rather than sequentially separated. Instead of first learning theory and then applying it, the participants reworked their theoretical knowledge in light of real classroom encounters and generated new professional understanding in the process. Reflection was not a post-hoc journaling exercise appended to teaching; it was woven into the act of designing, delivering, and revising instruction for actual children with actual needs. Theory, in turn, was not a fixed script but a living resource that the novices reshaped as they taught.

From these findings, the authors draw three practical implications for initial teacher education programs worldwide. First, programs should stop treating theory as something to be simply applied to practice. Well-designed service learning creates opportunities for the two to transform each other, as novices confront the gap between their assumptions and classroom reality and rebuild their professional understanding accordingly. Second, continuous mentoring and peer collaboration are essential. In the studied program, participants designed, rehearsed, and revised their teaching together rather than working in isolation, making the collective — not the lone student teacher — the basic unit of professional learning. Third, service learning can cultivate a sense of professional responsibility to society: by engaging in a national policy initiative and serving schoolchildren across the country, the pre-service teachers came to see teaching not merely as a job but as a socially meaningful commitment.

Taken together, these principles point to a conclusion that challenges a common policy reflex. Bridging the theory–practice divide, the authors argue, requires more than increasing the number of practicum hours. What matters is the design of authentic, socially consequential activities in which pre-service teachers can practice, reflect, and grow with the support of mentors, peers, and meaningful mediating tools. Hours spent in poorly structured placements, where novices are dropped into classrooms without collective inquiry or genuine purpose, may reproduce the very divide they are meant to close. The quality of the activity system, not the quantity of exposure, is the decisive variable.

The study also stakes out a broader ambition for the field. The authors propose a critical activist role for initial teacher education in transforming societies, a perspective that resonates with growing international calls for more equitable and socially engaged teacher preparation. On this account, teacher education should not merely reproduce the existing schooling system but equip future teachers to question and improve it — and service learning, by tying professional learning to real societal needs, offers one concrete mechanism for doing so. The Chinese program’s alignment with the “double reduction” policy illustrates how national priorities, when paired with university infrastructure, can become a vehicle for socially engaged professional formation rather than a top-down mandate alone.

“The making of high-quality teachers depends on both a sustainable policy ecology and locally grounded spaces in which practitioners can collectively redesign the practices of teacher education,” Wei and Wang conclude. The claim is a pointed one for policymakers and deans alike: high-quality teaching cannot be manufactured by curriculum documents and exam requirements alone. It requires an ecology — stable policies, collaborative institutions, digital tools, and communal spaces — in which the ancient dialectic of doing and thinking can operate as a unity. For a profession long divided between the seminar room and the classroom, the message from Beijing is that the bridge between the two is not built by adding more of either side, but by redesigning the activity that connects them. The authors declared no potential conflicts of interest with respect to the research, authorship, or publication of the article, which appeared in ECNU Review of Education under the title “Practice and Reflection as a Dialectical Unity: Pre-Service Teachers’ Experience in a Service-Learning Program.”

Subject of Research: Service learning as a means of integrating theory and practice in pre-service teacher education

Article Title: Chinese study reveals how service learning bridges the theory–practice divide in teacher education

Article References: Chinese study reveals how service learning bridges the theory–practice divide in teacher education. (n.d.). Original publication

Image Credits: AI Generated

DOI: Not provided

Keywords: teacher education, service learning, pre-service teachers, theory-practice divide, activity theory, yin and yang, double reduction policy, Capital Normal University, ECNU Review of Education, mentoring, reflection, China

The researchers set out to assess the existing literature and synthesize findings regarding the use of virtual reality in early childhood teacher training. Their review meticulously examined various studies and reports spanning several years, providing a broad overview of the current landscape of VR applications in educational settings. This comprehensive analysis is timely as many educational institutions are in the midst of transitioning towards more technology-integrated curricula.

In their scoping review, the authors emphasize that while traditional teaching methods have their merits, they often fall short of engaging today’s tech-savvy generation of students. Virtual reality presents a powerful alternative that may allow for deeper engagement and experiential learning. VR enables educators to create immersive environments where prospective teachers can interact with various educational scenarios that mimic real-world experiences.

The review sourced a variety of studies showcasing the effectiveness of VR in teacher education, reinforcing the notion that experiential learning is critical, especially in early childhood settings. Prospective teachers who engage in VR training can observe and practice teaching strategies in lifelike settings. This aspect of VR is particularly crucial, given the unique challenges associated with teaching young children, where spontaneity, creativity, and adaptability are paramount.

Moreover, the report delineates specific instances where VR has successfully facilitated teacher training. For example, simulations that allow for the practice of classroom management techniques have been identified as especially beneficial. By donning VR headsets, prospective educators can immerse themselves in virtual classrooms, facing challenges and managing behaviors that they would encounter in real life. This preparatory experience can significantly enhance their readiness for the actual classroom environment.

Another intriguing finding from the review indicates that VR can help bridge the gap between theory and practice for new educators. Traditional educational approaches often focus heavily on theory, which can leave new teachers feeling unprepared when facing real classroom dynamics. However, with VR, educators can visualise, practice, and reflect upon their teaching methods in a safe, controlled environment. This dynamic fosters a deeper understanding of pedagogical principles in practice, empowering teachers to implement what they have learned more effectively once they enter their own classrooms.

Additionally, the emotional and psychological impacts of using VR in teacher education are noteworthy. The review suggests that immersing teachers in virtual environments can enhance their empathy and understanding of diverse learners. Experiencing simulated scenarios involving children with various needs can allow future educators to develop the sensitivities required to address those needs in the classroom. The emotional intelligence gained through these experiences can lead to more compassionate and effective teaching practices.

However, the review does not shy away from discussing the challenges associated with integrating VR into teacher education programs. Permission and access to appropriate technology can often be significant barriers, especially in institutions lacking the necessary financial resources. Moreover, the authors note that thorough training for educators on how to effectively use VR in their teaching practice is crucial. Without proper guidance, the technology can become a distracting gimmick rather than a meaningful educational tool.

Evaluating the long-term impact of VR on teacher education remains an essential consideration. While immediate engagement and excitement around VR can capture attention, suitably measuring its effectiveness in improving teaching outcomes will require ongoing research and follow-up studies. To extend the impact of the review, the authors recommend a systematic approach that allows for an iterative evaluation of VR’s effectiveness in real-world educational contexts over time.

Promoting a culture of collaboration among educators, researchers, and technology developers will also be vital in propelling the integration of VR into teacher education. Partnerships that bring together these parties can lead to innovative solutions and ongoing improvement of the technology and its pedagogical applications.

Furthermore, the review underscores the importance of adaptability in teaching practices, indicating that VR should not be viewed as a one-size-fits-all solution but rather as one of many tools available to enhance teacher education. As the educational landscape continually evolves, so must the methods of training teachers to meet the demands of an ever-changing student population.

In summary, the findings of Papic, Bittner, and Minson’s scoping review illuminate virtual reality’s promising role in the realm of early childhood teacher education. By fostering immersive, interactive experiences, VR has the potential to enhance the preparedness and efficacy of teachers who will play a crucial role in shaping the minds of future generations. As educational institutions consider adopting these innovative technologies, the insights presented in this study provide a vital foundation for a more engaging, effective, and empathetic approach to teacher training.

Aligning with this aim, the authors advocate for continued research and dialogue around the use of virtual reality in education, calling for collective efforts to explore its untapped potential fully. As we look towards the future of education, the fusion of innovative technology and pedagogical practices appears to hold the key to transforming how we train and prepare our educators.

Subject of Research: Virtual Reality in Early Childhood Teacher Education

Article Title: Investigating Virtual Reality as a Resource to Enhance Early Childhood Initial Teacher Education: A Scoping Review

Article References:

Papic, M., Bittner, K. & Minson, V. Investigating Virtual Reality as a Resource to Enhance Early Childhood Initial Teacher Education: A Scoping Review.
Early Childhood Educ J (2025). https://doi.org/10.1007/s10643-025-01942-7

Image Credits: AI Generated

DOI: 10.1007/s10643-025-01942-7

Keywords: Virtual Reality, Teacher Education, Early Childhood Education, Pedagogy, Immersive Learning