Video-mediated data-led reflection of transnational pre-service teacher groups on virtual exchange tasks

Reflection has become an acknowledged and widely used tool in teacher education programs to prepare PSTs for their future career. Although it has been explored extensively, there are still gaps in the literature to understand how reflection is performed and how it leads to teacher learning. To address the research gaps, this study sets out to examine data-led collaborative reflective dialogues of transnational PST groups in a virtual exchange (VE) setting without presence of a teacher educator. Accordingly, the participants are PSTs from Austrian, Spanish and Turkish universities (n=72). Within the scope of an Erasmus+ project (Digitask4IC project), they were supposed to design a VE task, watch screen-recordings of students' performance, and finally reflect on students' performance and their VE experience. Using multimodal Conversation Analysis to examine screen recordings of the PSTs' data-led collaborative reflective dialogues, this study uncovers how reflection was performed and how micro-moments of opportunities for teacher learning were created. The findings showed that micro-moments of teacher learning were created, and it was explicitly claimed through various constructions. The PSTs claimed lack of knowledge in the past to show their K+ epistemic status, problematized their past epistemic status, expressed a change in their epistemic status and explicitly claimed teacher learning. All the construction were used strategically to show the changing in their epistemic status and their teacher learning. The findings bring new insights into second language teacher education programs and contributes to the body of literature by providing pedagogical implications to teacher educators.