Jones, M. & Ryan, J. (2017). The online space: developing strong pedagogy for online reflective practice. 17R. Brandenburg, K. Glasswell, M. Jones and J. Ryan. Reflective theory and practice in teacher education 205-222. Singapore: Springer Nature. Retrieved from https://doi.org/10.1007/978-981-10-3431-2
This chapter will investigate the complexities of designing an optimum online learning environment in which pre-service teachers can reflect on their practicum teaching experiences and come to critical understandings about their practice. It charts the pedagogical journey of two teacher educators engaged in a series of teaching initiatives implemented with a view to fostering critical reflective practice in pre-service teachers during the potentially isolating practicum component of their course. To counter this isolation, online forums were established to promote critical reflection among pre-service teachers, and lecturers monitored the impact of the pedagogical choices. Findings point to the need for teacher educators engaged in promoting online discussion with pre-service teachers during practicum to maintain a delicate balance between addressing pre-service teachers’ social and cognitive needs
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