Browsing by Subject "Reflection-in-action"
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Item Open Access EFL teachers' reflective practice via online discussions(Bilkent University, 2015) Burhan, ElifThis study investigated EFL teachers‟ participation in reflective practice oriented (RP-oriented) online discussion forums. More specifically, it explored the reflection types (reflection-in, reflection-on and reflection-for-action) instructors engaged in. To this end, the study explored RP-oriented online discussions utilized in a methodology course by nine experienced English as a foreign language teachers who were students in a master‟s program in teaching English as a foreign language at a foundation university in Ankara, Turkey. The data were collected through three different instruments: a background information questionnaire, RP-oriented discussions and interviews. All the qualitative data were analyzed according to Boyatzis‟ (1998) thematic analysis.Initially, each participant‟s data were printed out and examined to discover the themes that naturally emerged. After that, the emerging themes in the initial analysis were color-coded and related to three sensitizingconcepts, specifically a) reflection-on-action b) reflection-in-action and c) reflection-for-action. The findings of the study revealed that in RP-oriented discussion platforms participants engaged in a) reflection-on-action by considering their past experiences both as learners and teachers, b) reflection-in-action by sharing their beliefs and teaching practices c) reflection-on-action by defining their intentions on reshaping their future practices as well as providing suggestions for their institutions. Considering these results, this study challenged the results of studies that have investigated the use of reflective practices in online-asynchronous discussion platforms and provided further directions in identifying successful utilization of RPoriented online discussions in in-service teacher education.Item Open Access EFL teachers’ engagement in reflective practice via team teaching for professional development(Bilkent University, 2017-05) Özsoy, KadirThis study aimed to investigate Turkish EFL teachers’ engagement in reflective practices that were identified as reflection-on-action, reflection-in-action, and reflection-for-action via their team teaching experiences for professional development purposes. In this respect, the study explored the experiences of five local English teachers who volunteered to team teach as a professional development activity in the course of four months at their institutions. The data were collected via two different instruments: reflective journals and interviews. All the qualitative data collected from reflective journals and interview transcriptions were analysed according to Boyatzis’ (1998) thematic analysis. After the printed copies were examined to define the codes and then colour-code the themes that emerged, the NVivo software programme was utilised to reread and recategorise the codes and themes, which were finally listed under the concepts of reflection-on, in, and foraction reflective types. The findings of the study revealed that through team teaching participants engaged in a) reflection-on-action by investigating their teacher identities and the dynamics of their teaching; b) reflection-in-action by exploring teaching practices, beliefs, and self; and c) reflection-for-action by probing ways to move towards a professional growth. Considering these results, this study supports the existing literature in that a) providing a collaborative and shared teaching experience adds a meaningful and productive dimension to reflective practice that ultimately entails a critical analysis of understandings and practices in teaching; and b) team teaching could serve its purpose best when it is undertaken as a voluntary, flexible, and periodical reflective professional development activity.