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The current study on reflection and peer feedback is part of an ongoing action research addressing the design and pedagogical model of a theoretically oriented teacher training course. The course comprised face-to-face lessons followed by written reflections of the student-teachers concerning their learning experiences. These reflections were presented for peer feedback - thereby initiating a community of reflecting peers and were additionally subjected to instructor feedback. This article may encourage teacher educators and student-teachers themselves to incorporate co-reflecting in their course planning and community planning.