A Triadic Support Framework for Reflective Teacher Identity: Peer, AI, and Faculty Collaboration within a Community of Practice

Abstract

Responding to the recent calls to leverage Artificial Intelligence (AI) as a critical friend to transform the solitary nature of reflective practice, this study investigated 39 pre-service English teachers' views and suggestions on a triadic professional support framework engaging them in individual and collaborative reflections guided by peer, ChatGPT, and faculty advisor in Türkiye. Rooted in the researcher's commitment to update her teacher education practice, the current action research aimed at enhancing the reflective capacity of teacher training programs, foster 21st-century skills, and address feedback limitations in overcrowded programs. The qualitative data were gathered through six-item open-ended self-reports documenting experiences and views regarding their involvement in a 14-week multi-layered collaborative reflection process. The findings indicated the process cultivated a community of practice, enhancing teacher learning in a meaningful and contextually grounded manner, yet participants underlined the limitations of all layers, making room for bettering it as a sustainable model.