Change of Epistemic Stance of Transnational Pre-Service Teachers in-and-through Collaborative Data-Led Reflective Dialogues

Abstract

This study explored collaborative data-led reflective dialogues of transnational PSTs by using Multimodal Conversation Analysis. The study draws on the screen recordings of a Virtual Exchange (VE) project (n=72), which involves collaborative online task design, implementation of tasks by L2 students, and reflection on students’ performance and their experience of the VE project. The close examination of the data showed that through collaborative reflective dialogues, PSTs (i) raised awareness of their practice and generated knowledge; (ii) made a connection between theory and practice; (iii) became more aware of their epistemic stance; (iv) identified and described a problem and found solutions to these problems (Farrell, 2015). Therefore, micro-moments of learning and understanding were created in-an- through reflection and it was revealed explicitly through reference to lack of knowledge in the past. This study has implications for teacher education programs, which should encourage reflective dialogues of transnational PSTs to create opportunities for teacher learning.