Pre-service Teachers' Experiences of Dialogical and Reflective Supervision through Digital Technology

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Abstract

In this article, we review teaching practice supervision methods using Microsoft Teams as a digital, dialogic, and reflective tool in the supervision of the pre-service teachers’ teaching practicum. We applied qualitative thematic analysis to data from conversations and supervision discussions between 40 pre-service teachers and their supervisor on the Microsoft Teams chat channel to investigate pre-service teachers’ experiences of teaching-practice supervision through digital platforms. The dialogical, digital, deep (DDD) pedagogical framework guided the analysis of the data. We found Microsoft Teams enhanced pre-service teachers’ written dialogue, increased peer support, and enabled and deepened collective group dialogue, leading to increased understanding of teaching and learning through analyzing, interpreting, evaluating, producing, and creating knowledge.
Original languageEnglish
Article number5(3)
Pages (from-to)463-485
Number of pages23
JournalInternational Journal of Research in Education and Science
Publication statusPublished - 2021
MoEC publication typeA1 Journal article-refereed

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