Abstract
ABSTRACT This study explores the impact of the take-home timeline as a novel reflective practice tool for novice public school teachers in China. Spanning one and a half years, the research tracked 16 novice teachers across three schools, examining how the timeline influenced their personal and professional development. Our findings, distilled from a thematic analysis of in-depth interviews, reveal significant enhancements in reflective practice among these teachers. The take-home timeline proved instrumental in helping teachers catalogue significant events, critically assess their teaching decisions, and plan their professional futures. This process not only deepened their reflective engagement but also bolstered their confidence and commitment to teaching. This study concludes that the take-home timeline is particularly valuable for novice teachers, enhancing their ability to navigate the complexities of teaching and accelerating their professional maturity. Hence, the study recommends broader adoption of take-home timelines in teacher education, emphasising their benefits in fostering a reflective mindset and supporting continuous professional development.
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