Abstract
In this formative experiment, researchers focused upon reflection in an online practicum when studying the following research question: How can digital tools be used to build reflection on teaching practice into an online practicum experience? This formative experiment was conducted in a 100% online, asynchronous master's-level course at a research university in the Southeast United States. The authors focus on data from four participants across two sections of an ESOL online practicum course during the fall semester who were completing the course for their add-on ESOL certification. To reach the study goal of building more reflective teaching practice, the intervention enacted was defined by three essential elements: (1) the microteaching cycle, (2) reflective teaching, and (3) digital, multimodal tools through an online learning management system. The authors discussed six focused codes combined with quantitative data leading to three pedagogical assertions regarding online practicum and teacher reflection.
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