Reflective practice-oriented online discussions: a study on EFL teachers' reflection-on, in and for-action

Abstract

This qualitative case study examined in-service EFL teachers’ reflective practice oriented online discussions in a graduate course. The analysis of reflective discussions and individual interviews brought about two conclusions about the nature of reflective practice as an embedded and collaborative process. First, the results regarding participants’ simultaneous engagement in reflection in, on and for-action indicate that reflective practice is an embedded process benefiting from the interplay of these three reflection types working together to lead to positive outcomes. Second, teachers benefit more from collaborative reflective practice through online discussion platforms that provide them with an online community of practice.