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Tracing the Development of Reflective Competence in Multi-Sited ITE Involving Telecollaboration: Empirical Findings and Pre-Service Teachers' Promise for Effective Practice and Innovation
Abstract
This chapter illustrates the process and outcomes of developing reflective competence according to three preservice teachers who participated in a multi-sited learning environment, involving integrated telecollaboration. The learning environment fused together university, virtual and school sites. An ethnographic multiple case study with quantitative measurements was employed to analyse the year-long trajectory of the preservice teachers' learning to reflect. We gathered audio-visual data from beginning to end of the year, indicating participants' growing ability to reflect on their own practices, and leading cognitive change and transformation of classroom practices. By tracing multimodal interactions sequentially, we were able to extract guidelines for creating useful collaborative artifact ecologies in Initial Teacher Education and discuss the relationship between reflection, cognitive development and different personality traits. Based on our findings, we empirically substantiate the argument that reflective competence can indeed trigger transformation in Initial Teacher Education.
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