Professional growth during cyber collaboration between pre-service and in-service teachers

This study investigates the potential for two-way professional development during a telecollaboration between pre-service and in-service teachers (PSTs and ISTs), exemplified with the context of TESOL (Teaching English to Speakers of Other Languages) MA program. Thirteen IST-PST dyads engaged in collaboration with e-pals and completed two tasks: professional interviews and lesson planning. Thematic analysis was used to analyze questionnaire responses and work logs. Partakers all exhibited the cultivation of reflective thinking by sharing knowledge and learning experiences—occupationally, pedagogically, and academically—with each other. The study depicts a need-based and task-based collaboration mechanism in a cyber professional community; mutual benefit was achieved with minimum social pressure.