Reflecting together online and offline: A systematic review on the types of peer reflection activities in teacher education

During an era that highly values the collective construction of meanings and offers multiple online tools to support enriching interactions, socially mediated reflection activities have emerged more consistently in teacher education. This systematic review aims to crystallize the different types of peer reflection activities portrayed in initial teacher education. Examining the social processes (exploration, engagement, co-construction, feedback), the environment (online, offline, blended), and the group size (pairs, small, medium, big) of peer reflection activities presented in 98 relevant research papers, three broader types of activities emerged bearing a unique combination of the three characteristics: outcome-driven, community-driven, and exploration-driven peer reflection activities.