Technology-enhanced Reflection and Teacher Development: A Student Teacher's Journey

This article reports on the findings from a technology-enhanced teacher learning project where SETTVEO app (Self Evaluation of Teacher Talk through Video Enhanced Observation) was used to support teachers’ reflective practices and professional development. Participants in were group 40 student teachers (ST) Hong Kong, who took part teaching practicum taught online owing COVID-19 restrictions. They formed communities (PLCs) with peers tutors, shared their class recordings (tagged using app), reflected weekly discussions. study aims characterize mediated by video technology dialogue, evaluate impact STs’ emerging Classroom Interactional Competence (CIC, Walsh 2013). In this article, we focus an individual ST's development over period eight weeks. Two sources data are transcribed analysed applied Conversation Analysis (CA) method: first records teacher's interactions while teaching, second dialogic reflections based observations these recordings. Findings enhance our understandings role influencing classroom practice highlight its importance promoting noticing