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This study aimed to explore how minute paper method (MPM) reconstructs the attitude towards the collaborative reflection among ten primary school English teachers with different levels of achievement goal (AG) and community identification (CI). Through a half-year intervention and a semi-structured interview, the following results were obtained: (1) Teachers with different AG and CI levels identified different difficulties and obstacles based on their prior collaborative reflecting experiences. The low AG and CI group expressed substantial fear of bonding with other team members, while the high level group expected more external resources and professional training; (2) MPM significantly improved teachers' overall attitude towards their reflective engagement and critical thinking, while the effectiveness of MPM was significantly affected by the level of teachers’ AG and CI. Specifically, MPM was found to be most effective for the group with medium AG and CI levels. This study provides some valuable insights on collaborative reflection and teacher development research.

Teachers’ Attitudes Towards the Effectiveness of Collaborative Reflection Support Method: The Impact of Achievement Goal and Community Identification