Pre-service language teachers reflection development through online interaction in a hybrid learning course

Abstract

This case study investigates the growth of reflective thinking skills in three pre-service English language teachers in Turkey. The participants were attending a hybrid course focusing on reflection development through mainly online engagement with a practicum Teacher Research project, guided by the teacher educator. An exploratory approach is taken, based on interviews with pre-service teachers, observations of their contributions to online lessons, and their reflective papers. Of the three, only one teacher reached higher levels of reflection. The discussion focuses on implications for online learning, particularly for synchronous written interaction in pre-service teacher education, and highlights the importance of, and the difficulties in the establishment of a social presence in online interaction. Implications for the relationship between reflection, technology for teaching, and technology for teacher learning are discussed, and the need to prepare pre-service teachers for online interaction.