TED University, Ankara, The COVID-19 pandemic has brought unprecedented challenges to the field of education, particularly for teacher educators who are responsible for preparing future teachers. This paper proposes a remote collaborative reflection model for teacher educators to navigate the challenges posed by the pandemic and transform them into opportunities for growth and innovation. The model emphasizes the importance of reflection and collaboration among teacher educators to adapt teaching practices, enhance professional development, and promote student-centered learning in a remote teaching environment. Through virtual platforms and online tools, teacher educators can engage in collective reflection, share experiences, and co-create knowledge to improve their teaching practices and support the learning needs of pre-service and in-service teachers. This paper discusses the key components of the remote collaborative reflection model and its potential impact on teacher education during the pandemic and beyond.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for the future: Lessons learned from COVID-19 for education. Educational Policy, 34(4), 414-431.
Korthagen, F. A., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47-71.
Lin, M. H., Wu, J. Y., You, Y. Y., & Lin, S. S. (2013). Building an online learning community for teachers: An exploratory study on the reflection journal. Computers & Education, 60(1), 1-9.
Pithers, R. T., & Soden, R. (2000). Critical reflection in teacher education: Towards a conceptual understanding. Journal of Education for Teaching, 26(2), 127-135.
Sanford, K., & Price-Dennis, D. (2021). Reflection as a practice of care in times of crisis: Perspectives of teacher educators in the COVID-19 pandemic. Journal of Teacher Education, 72(3), 323-339.
Shulman, L. S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. Jossey-Bass.
Van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers' emotions in a context of change. Journal of Curriculum Studies, 38(1), 85-111.
Wang, Q., & Woo, H. L. (2017). Exploring the social interactions of an online learning community by applying social network analysis. The Internet and Higher Education, 34, 64-77.