Visual methods are effective in facilitating human learning while metacognition is a critical aspect of the learning process. In this context, the purpose of this study is to explore the metacognition of pre-service teachers in response to their participation in a series of visual reflections after an online dialogue on the topic of inclusive education. A global online platform was used to facilitate dialogue in three discussion sessions of real-time videoconferencing between pre-service teachers in England, Hong Kong, Northern Ireland, and South Africa. A group of Hong Kong pre-service teachers participated in a face-to-face post-discussion session using visual methods. Their transcripts and artefacts were recorded and analysed by applying a shared metacognitive construct. The power of visual methods in online collaborative inquiry for teacher education was noted by the participants’ deeper reflection on discussion issues when the issues were presented visually. [Copyright of Journal of Education for Teaching is the property of Routledge.]
