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

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.