exploring pre-service teachers’ telecollaborative reflections by lurking in an online teacher education

Due to the spread of the covid-19 pandemic, english as a foreign language (efl) teacher education has shifted from a traditional mode of educating teachers towards a new mode in an online environment. hence, it became vital for pre-service teachers to learn by working with others and independently in online settings, chatrooms, and environments. in response, the light was shed on the importance of collaboration and reflection of pre-service teachers during reflective practices. as the literature extensively illustrates different definitions, procedures, and approaches towards reflection, in this study, collaborative reflection, considering bringing individuals together to reflect, is used to indicate how collaborative reflection can help to participate and observe non-participating pre-service teachers in online teacher education process. to this end, 17 efl pre-service teachers were selected purposively to explore their practices, experience, and perceptions. they were given consent forms to sign, invited to participate in two one-hour workshops, and added to online chatrooms for working with others in groups. also, a semi-structured interview was conducted at the end to see how participating actively in collaborative reflections and observing reflectively in collaborative reflection helped pre-service teachers. the findings of the thematic analysis indicated that, by having a telecollaborative reflection, pre-service teachers were more encouraged, experiential, practical, engaged, autonomous, innovative, collaborative, and less anxious or bored. furthermore, they benefit from various personal (affective and mental), technical (instructional and managerial), and social (interpersonal and communicative) factors. helping teacher educators’, student teachers’, and stakeholders’ awareness be more developed in this regard, this study implies some valuable and novel ideas and strategies to apply collaborative reflection in their online practices.