Debates about how technology should shape education continue to evolve, balancing its potential benefits—such as richer collaboration and access to high-quality materials—against challenges including unequal access, data privacy, and pedagogical fit. In physical education teacher education (PETE), virtual reality (VR) and 360° video offer unique possibilities for engaging pre-service teachers in reflective practice within safe, controlled, and context-rich environments. While previous research has documented their value for observation and content knowledge, less is known about how viewing modes (individual versus group) influence reflection and professional learning. This study investigated PETE students’ experiences using 360° video recordings of primary school physical education (PE) lessons, both in VR and on flat screens, to stimulate reflection on practice. The theory of practice architectures provided a lens for exploring how such technology-mediated activities are shaped by institutional, cultural, and material arrangements. Concepts from reflective practice informed the examination of students’ critical analysis and self-awareness. Data from observations and group interviews were analysed using reflexive thematic analysis. Findings emphasised that group interactions can enrich reflective engagement, and that the authenticity of immersive VR experiences can motivate deeper inquiry into teaching practices. The study contributes insights for designing technology-supported reflective activities in PETE, highlighting the need to align immersive tools with pedagogical strategies that foster both professional growth and collaborative learning.

Keywords: VR, technology, education, physical education teacher education, reflection.