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Abstract
This study examined a virtual exchange in which English as a Foreign Language (EFL) teacher candidates from Colombia were partnered with Spanish as a Foreign Language (SFL) teacher candidates from the United States. The eight (n = 8) participants interacted via videoconference for six weeks. Additionally, they watched recordings of their video meetings in order to reflect on their experiences and what they noticed about their interactions (Schmidt, 1990). Results from qualitative data showed participants’ awareness of their professional identity and professional development. Additionally, incorporating a reflective component, based on watching recorded synchronous sessions, into virtual exchange is shown to be a valuable tool for making connections between theory and practice.
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