The Reflective Sandwich Method: A Cognitive-Dialogic Framework for Enhancing Research Competence among Pre-service Teachers in Negros Oriental State University (2023–2025)

Abstract

This capstone critically examines the Reflective Sandwich Method, a pedagogical innovation conceptualized by Dr. Regidor T. Carale, designed as a Cognitive-Dialogic framework to cultivate research competence, reflective thinking, and scholarly autonomy among pre-service teachers at Negros Oriental State University. Implemented from 2023 to 2025, the study systematically investigates the method’s conceptual underpinnings, operational techniques, pedagogical strengths, and implementation challenges. Grounded in principles of reflective practice and dialogic cognition, the Reflective Sandwich Method integrates structured stages of research instruction with reflective discourse and feedback loops, allowing learners to critically engage with both process and content. This iterative structure fosters deeper understanding, promotes intellectual resilience, and enhances the learner’s capacity for independent scholarly inquiry. Findings reveal that the framework bridges the gap between theoretical knowledge and practical research skills, reinforcing metacognitive awareness and collaborative reflection as vital components of teacher education. Moreover, the Cognitive-Dialogic dimension underscores the importance of dialogical feedback—where teacher and student co-construct meaning through guided reflection and evaluative dialogue. As a result, pre-service teachers demonstrate improved competence in research design, analytical reasoning, and critical interpretation. Ultimately, the Reflective Sandwich Method emerges as a dynamic and contextually responsive model for advancing research pedagogy within teacher education programs, offering a replicable framework for cultivating reflective scholarship and academic rigor in higher education.