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Tele-guidance to develop reflective practice: experiences in four teacher education programmes across Europe

Abstract The use of tele-guidance environments with student teachers and their teacher educators was implemented during teaching practice and evaluated for four European teacher education programmes in the REFLECT project. Tele-guidance can be contrasted with more common supervision methods such as face-to-face meetings between the student teachers and the participating teacher, or between a group of student teachers and their supervisors at the teacher education institution. In our research and evaluation, we focused on the content and the nature of discourse in different modes of tele-guidance in teacher education, particularly with respect to student teachers' reflective practice. During their field experiences, tele-guidance was primarily used by student teachers for reflection on technical and practical issues. It was used less than expected for critical reflection and exchanging pedagogical content knowledge, including general and instructional theories, and aspects of the teaching profession. The r...