Research Information System
REFLECTIVE PRACTICE, vol.0, no.0, pp.1-19, 2026 (ESCI, Scopus)
Reflective practice is important for language teacher education. However, traditional approaches have been criticized for promoting individual and superficial reflection. While various reflection tools have been studied individually, how they function together to stimulate pre-service English teachers’ reflection remains underexplored. This study examines how dialogic reflection, mediated by three socio-cultural tools – peer interaction, video viewing, and structured reflective questions – fosters pre-service English teachers’ self-awareness of their micro-teaching practices, beliefs, and decisions. Drawing upon Socio-Cultural Theory, the research positions that reflective practice is a tool-mediated and socially constructed process. In this qualitative case study, pre-service English teachers participated in video-based dialogic reflection sessions after completing micro-teaching practices. Data were gathered through video-recorded dialogic reflections, structured reflective questions, and semi-structured interviews. Thematic analysis was conducted. Findings reveal that each mediational tool had a distinct role in fostering self-awareness. Peer interaction offered emotional and cognitive scaffolding, video viewing enabled detailed and evidence-based noticing, and structured reflective questions facilitated focused and critical reflection. Used together, these tools created a dynamic and collaborative reflection, allowing participants to recognize teaching practices, question assumptions, and articulate decisions. This study offers crucial insights about the integration of socio-cultural tools in reflective practices.