The focus of this paper is placed on the reflective process of inquiry of pre-service teachers and theirinstructor in Sweden during geographically distant placement in Tanzania and Kenya. A detailedexamination of instructor’s reflection on the provision of virtually-afforded feedback and pre-serviceteachers’ reflections on their teaching feedback, the technologically-afforded recording media, andthe teaching inquiry and knowledge generation is conducted. The data are explored qualitativelythrough the analysis of focus group interviews and an online questionnaire. A new insight is providedthat extend beyond placement schools and raises the need for further longitudinal studies in ActionResearch with alternative technological media.