The COVID-19 pandemic has precipitated dramatic changes in education systems around the world and pre-service teacher preparation programs have been notably impacted by the associated difficulties and constraints. Due to lockdown of universities and schools, practicum placements had to shift from in-person to virtual learning environments. However, being a practical classroom activity, practicum posed particular challenges that prompted teacher educators to make adjustments in their pedagogical strategies to meet the course requirements. The present study reports on the first cycle of an action research project undertaken to respond to the practicum crisis caused by the COVID-19 restrictions. Conducted with eleven practicum students, this research investigated whether engaging student teachers in vicarious experiences of critical incidents through Kolb's experiential learning cycle via a collaborative virtual application could create meaningful learning. The results indicated that the intervention process had the characteristics of active, constructive, authentic, intentional, and collaborative, and as well it led to improvements in practicum students' domain-specific knowledge and skills. Despite a few number of concerns raised, which will be utilized to refine the future implementations of the first action plan, the practicum students reported that this experience supported them during remote practicum and contributed positively to their development. Drawing on the results of the study, a series of rationales for the use of virtual vicarious experiences of critical incidents during COVID-19 and beyond are provided.