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

Date
2016
Advisor
Supervisor
Co-Advisor
Co-Supervisor
Instructor
Source Title
Teaching and Teacher Education
Print ISSN
0742-051X
Electronic ISSN
Publisher
Elsevier
Volume
59
Issue
Pages
372 - 382
Language
English
Type
Article
Journal Title
Journal ISSN
Volume Title
Series
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.

Course
Other identifiers
Book Title
Keywords
Collaborative reflective practice, Intertextuality, Online discussions, Reflection-on, in, and for-action
Citation
Published Version (Please cite this version)