Pre-service Teachers' Experiences of Dialogical and Reflective Supervision through Digital Technology

In this article, we review teaching practice supervision methods using Microsoft Teams as a digital, dialogic, and reflective tool in the of pre-service teachers’ practicum. We applied qualitative thematic analysis to data from conversations discussions between 40 teachers their supervisor on chat channel investigate experiences teaching-practice through digital platforms. The dialogical, deep (DDD) pedagogical framework guided data. found enhanced written dialogue, increased peer support, enabled deepened collective group leading understanding learning analyzing, interpreting, evaluating, producing, creating knowledge.