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Pre-Service Teachers' and Instructors' Reflections on Virtually Afforded Feedback During a Distant Teaching Practicum Experience

Pre-Service Teachers' and Instructors' Reflections on Virtually Afforded Feedback During a Distant Teaching Practicum Experience
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Author(s): Stella Hadjistassou (University of Cyprus, Nicosia, Cyprus), Maria Iosifina Avgousti (University of Cyprus, Nicosia, Cyprus) and Christopher Allen (Linnaeus University, Växjö, Sweden)
Copyright: 2020
Volume: 3
Issue: 1
Pages: 18
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2020010103

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Abstract

The focus of this paper is placed on the reflective process of inquiry of pre-service teachers and their instructor in Sweden during geographically distant placement in Tanzania and Kenya. A detailed examination of instructor's reflection on the provision of virtually-afforded feedback and pre-service teachers' reflections on their teaching feedback, the technologically-afforded recording media, and the teaching inquiry and knowledge generation is conducted. The data are explored qualitatively through the analysis of focus group interviews and an online questionnaire. A new insight is provided that extend beyond placement schools and raises the need for further longitudinal studies in Action Research with alternative technological media.

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