Role of the Teacher This article discusses specific examples of
virtually mediated interactions involving two transatlantic
groups of student-teachers who engaged in a task-based
telecollaborative project for the purposes of a teacher
education course. The Vygotskyan framework of learning and
development and particularly the construct of Zone of Proximal
Development (ZPD) in a collaborative frame serve as the
theoretical basis of this study. This article aims to: (1)
analyze the essentially language-mediated interactions to trace
instantiations of virtual collaboration developmentally (2)
discuss teacher learning outcomes of the (tele)collaborative
activity, and (3) examine learning as expansion of what was
explicitly proposed as objectives of the course, resulting from
reasoned action i.e., reflection on the process and outcomes of
the activity. The findings suggest that the effective
integration of telecollaborative activities in pre-service
teacher education programmes can enhance teacher learning in
signi