Although research on teacher reflection is vast, research on preservice teachers’ (PSTs) use of social media and multimodal reflections is minimal. This study provides greater understanding into how PSTs used Instagram as a platform for engaging in reflection. Throughout an academic year, a group of fourteen PSTs used Instagram several times each week to reflect on their field experience rather than writing a reflective paper. I propose that the participants in this study were photoreflecting, which is the process of deep consideration as one transmediates images and print language. The participants in this study photoreflected by (a) photojournaling, (b) noticing, (c) noticing and extending, (d) noticing and problem solving, and (e) noticing and changing. Participants photojournaled the most and noticed and changed the least.
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