Collaborative Dialogic Reflection as a Tool for Developing Pedagogical Reasoning in Pre-service Teacher Education

This chapter explores the role of data-informed dialogic reflection in pre-service teacher education to develop transformative and reflective educators. By combining personal insights with peer and mentor feedback, dialogic reflection fosters more profound understanding, enhances pedagogical reasoning, and supports ethical decision-making. Rooted in the framework of Van Manen's hierarchical levels in reflective thinking, this method promotes authentic, context-rich learning experiences. Traditional teacher education in India often prioritizes pedagogical techniques over cultivating teachers as adaptive leaders and change agents. This study draws on empirical evidence and theories of teacher agency, critical pedagogy, and self-reflection to emphasize the value of reflective practices in fostering critical awareness for enhancing teachers’ leadership thinking capable of addressing evolving educational challenges. Ultimately, this research advocates for a shift in teacher education, focusing on mentorship, lifelong learning, and transformative practices that meet the demands of 21st-century education.