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dc.contributor.authorBurhan-Horasanlı, E.en_US
dc.contributor.authorOrtaçtepe, D.en_US
dc.date.accessioned2018-04-12T10:52:38Z
dc.date.available2018-04-12T10:52:38Z
dc.date.issued2016en_US
dc.identifier.issn0742-051X
dc.identifier.urihttp://hdl.handle.net/11693/36768
dc.description.abstractThis 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.en_US
dc.language.isoEnglishen_US
dc.source.titleTeaching and Teacher Educationen_US
dc.relation.isversionofhttp://dx.doi.org/10.1016/j.tate.2016.07.002en_US
dc.subjectCollaborative reflective practiceen_US
dc.subjectIntertextualityen_US
dc.subjectOnline discussionsen_US
dc.subjectReflection-on, in, and for-actionen_US
dc.titleReflective practice-oriented online discussions: a study on EFL teachers' reflection-on, in and for-actionen_US
dc.typeArticleen_US
dc.departmentMA in Teaching English as a Foreign Languageen_US
dc.citation.spage372en_US
dc.citation.epage382en_US
dc.citation.volumeNumber59en_US
dc.identifier.doi10.1016/j.tate.2016.07.002en_US
dc.publisherElsevieren_US
dc.embargo.release2019-10-01en_US


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