Abstract
Pre‐service teachers often struggle to bridge the gap between theories they learn from coursework and the practice of teaching. Yet, during student teaching, when students most need guidance applying theories of instruction in the classroom, the perspective of teacher educators is typically minimized or lost. At this stage in a pre‐service teacher’s career, developing reflective practice is critical for them to cultivate the ability to see beyond the immediate needs of the moment. The authors use web‐based dialogue and digital videotape with pre‐service teachers to address two issues: the need for dialogue between university supervisors and pre‐service teachers during field experience and the need for tools to facilitate the development of reflective practice. Schön’s idea of ‘reflection‐in‐action’ and Ferry’s ‘characteristics of reflective thought’ are used as foundations for the examination of students’ discourse.
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