Human and GenAI collaboration in teacher reflection: roles of educator, peer, and GenAI feedback in technology-integrated teaching

Little is known about how in-service teachers engage with GenAI together with peer teachers, and teacher educators in fostering reflective practice. This study implemented a collaborative reflection model in which in-service teachers planned technology-integrated lessons, implemented instruction, and revised plans drawing on feedback from a teacher educator, peer teachers, and GenAI. Grounded in Schön’s theory of reflective practice, the study examined how these feedback sources contributed to teachers’ reflective thinking and instructional reasoning about technology integration. Data included pre- and post-course reflective teaching questionnaires, transcripts of teacher–GenAI and teacher–peer–educator feedback interactions, and comparative analyses of lesson plans before and after collaborative reflection. The results indicated increases in practical, cognitive, and learner-focused dimensions of reflective teaching. Three feedback sources served complementary rather than interchangeable functions. The study contributes to scholarship on human–AI collaboration in teacher development by clarifying how technical, contextual, and conceptual feedback shape reflective thinking.