Pre-Service Teachers' Reflections in a Virtual Learning Community: A Praxeological Study

This paper presents a praxeological study that analyzes pre-service teachers' reflections about their beliefs in teaching, English language teaching theories, and experiences as teachers. These reflections were shared in a VLC (Virtual Learning Community) to promote pre-service teachers’ reflection in three moments: in, on, and for action. The participants were 25 pre-service teachers from a bachelor's program in English as a foreign language teaching at a private university in Bogotá, Colombia. The data collected came from the participants’ responses, lesson plans, video recordings of their classes shared in the vlc, and a focus group. The results indicated that by reflecting on different moments of the teaching practice and sharing experiences with other classmates, pre-service teachers became more conscious about language teaching theories, their implementation, their actions, and decisions in the classroom. However, there is a need to promote deeper levels of reflection, in which pre-service teachers interpret and understand what happens in their practice better, from a critical point of view and in light of the theory and the reality of the school.