Professional learning with and from peers: Pre-service EFL teachers’ reflections on collaborative lesson planning

The present study seeks to examine the experiences and perceptions of pre-service teachers from three different English-as-a-foreign-language (EFL) teacher-education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers’ reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers’ training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers. Keywords: online collaborative lesson planning, EFL teacher education, practicum DOI: 10.17240/aibuefd.2018..-363887