Authors
1 Assistant Professor, Department of Social Sciences, Farhangian University, Tehran, Iran
2 Assistant Professor, Department of History Education, Farhangian University, Tehran, Iran
Abstract
Emerging technologies, particularly artificial intelligence (AI), have reshaped the role of teachers and highlighted the concept of the “reflective teacher” in teacher education. Yet preservice teachers’ understandings of this role often remain vague and contradictory. This study aimed to explore their lived experiences of the reflective teacher in relation to new technologies.A qualitative descriptive phenomenological approach was adopted. Ten preservice elementary teachers were purposively selected based on criteria such as completion of at least one practicum term and basic familiarity with educational technologies. Data were gathered through semi-structured interviews and analyzed using Colaizzi’s method. Credibility was strengthened through member checking and independent double coding. Findings: Three main themes were identified: (1) cognitive disconnect regarding technology, (2) unclear perception of the reflective teacher, and (3) openness to change when supported. Six subthemes also emerged: mental images of technology, the impact of technological training on professional identity, challenges of reflective practice during practicum, the role of mentorship and support, psychological and technical barriers to technology adoption, and deliberate acceptance of technology within the reflective role. Overall, preservice teachers’ experiences were shaped by three categories of factors: individual (e.g., fears and lack of technological confidence), environmental (e.g., absence of technology-oriented role models in practicum), and educational (e.g., structured training and faculty support). Conclusion: Although preservice teachers’ understandings of the tech-aware reflective role remain incomplete, there is potential for growth. Revising practicum programs, integrating systematic technological training, and strengthening mentoring can foster conscious acceptance of technology and support the development of reflective professional identities.
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