Reflection-in-Action Practices of Pre-service Language Teachers in a Trilateral Virtual Exchange Setting

Virtual Exchange projects in initial teacher education provide various professional development opportunities for the pre-service teachers. This study explores reflection-in-action practices of teachers transnational teams while creating collaborative lesson plans a trilateral project. By exclusively focusing on screen-recordings video-mediated interactions using multimodal Conversation Analysis as research methodology, we display how engage over pedagogical tool (i.e., Moodle) provided Project. We then show they also use interactional space afforded by source proposing design idea their own situ. In doing so, benefit from reflective environment to reach decisions surface manifestation and experiential learning in-and-through interactions.