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It examines critical friendship communication supported by Moodle, using data collected at the end of each action-research cycle. Findings show students felt comfortable as critical friends, experiencing peer comments as friendly, encouraging, specific, detailed, positive, professional, and clear. Most participants supported continuing this discussion within Croatian language teaching and extending the approach to other teacher-education courses. The study also identifies a technical mode of reflection dominating correspondence, with limited contextual reflection observed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/encouraging-reflection-and-critical-friendship-in-preservice-teacher-education/598047/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/encouraging-reflection-and-critical-friendship-in-preservice-teacher-education/598047.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study encourage students’ reflection?","Question",{"text":112,"@type":113},"Through a two-year action research project that promoted mutual critical friendship among preservice teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What tool supported critical friendship communication in the project?",{"text":117,"@type":113},"Moodle was used as an online learning management system for critical friendship communication and related activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings suggest about students’ reflections?",{"text":121,"@type":113},"Students felt comfortable in the role of critical friends and experienced peer reflections as encouraging and useful, while the correspondence mainly showed a technical mode of reflection.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598047,1792892585,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Encouraging Reflection and Critical Friendship in Preservice Teacher Education  \nBranko Bognar*1 and Irena Krumes2  \n• Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91%) think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers) should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices.  \nKeywords: action research, critical friendship, critical reflection, reflection in teacher education, reflection through online discussion  \n1 *Corresponding Author. Josip Juraj Strossmayer University in Osijek, Faculty of Education, Croatia; [branko.bognar@gmail.com](branko.bognar@gmail.com).  \n2 Josip Juraj Strossmayer University in Osijek, Faculty of Education, Croatia.  \n88 encouraging reflection and critical friendship in pre-service teacher education  \nSpodbujanje refleksije in kritičnega prijateljstva v začetnem izobraževanju učiteljev  \nBranko Bognar in Irena Krumes  \n• Reflektivnost je pomembna strokovna kompetenca sodobnih učiteljev. Znamenom ugotavljanja, kako spodbujati refleksijo študentov, smo izvedlidveletno akcijsko raziskavo, v okviru katere smo študente spodbujali, da prevzamejo vlogo kritičnih prijateljev. Za komunikacijo med kritičnimi prijatelji in za druge projektne aktivnosti je bil uporabljen Moodle – spletna učilnica oz. učno orodje. Na osnovi analiziranih podatkov, kismo jih zbrali na koncu vsakega akcijsko raziskovalnega cikla, smo ugotovili, da so se študentje dobro počutili v vlogi kritičnih prijateljev in da so bile refleksije kritičnih prijateljev za njihovo učenje spodbudne. Komentarje kritičnih prijateljev so izkusili kot prijateljske, spodbujajoče, uporabne, konkretne, zanimive, podrobne, pozitivne, strokovne in jasne. Velika večina študentov (91 %) je menila, da bi se morala razprava kritičnega prijateljstva nadaljevati v okviru predmeta sistemi korelacijein integracije pri pouku hrvaškega jezika, 85 % pa jih je predlagalo uvajanje tega pristopa v druge predmete pedagoškega izobraževanja. Ugotovili smo, da v komunikaciji med študenti prevladuje tehnična raven refleksije. Praktično ali kontekstualno raven smo zasledili redko, medtem ko je bila raven kritične refleksije popolnoma odsotna v enajstih izmed štirinajstih razprav. Reflektivno mišljenje študentov (bodočih učiteljev) bi morali spodbujati od začetka njihovega študija v okviru različnih predmetov, zlasti v okviru pedagoških in specialnodidaktičnih. Da bi visokošolski učitelji spodbudili svoje študente h kritični reflektivnosti, bi morali sami postati kritično-reflektivni pr","cbCaicpOLrpSEzRU","https://ap.wps.com/l/cbCaicpOLrpSEzRU","pdf",568233,26,"English","# Introduction\n## Reflective thinking foundations and theories\n## Reflective thinking in contemporary educational contexts\n## Developing reflectivity in future teachers","[{\"question\":\"How did the study encourage students’ reflection?\",\"answer\":\"Through a two-year action research project that promoted mutual critical friendship among preservice teachers.\"},{\"question\":\"What tool supported critical friendship communication in the project?\",\"answer\":\"Moodle was used as an online learning management system for critical friendship communication and related activities.\"},{\"question\":\"What did the findings suggest about students’ reflections?\",\"answer\":\"Students felt comfortable in the role of critical friends and experienced peer reflections as encouraging and useful, while the correspondence mainly showed a technical mode of reflection.\"}]","Encouraging Reflection and Critical Friendship in Preservice Teacher Education | PDF",1792086191,66]