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Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers

Year 2019, Volume: 19 Issue: 81, 1 - 20, 31.05.2019

Abstract

Purpose:  This study
investigated the impact of a Critical Friends Group (CFG), an
inquiry-based
professional development model, on Turkish EFL teachers.
It was
acknowledged that short-term workshops did not provide opportunities for
teachers to make connections between the theory presented and the implications
that it had for classroom teaching. CFG model accompanied with protocols was
thought to be a practical and efficient way of professional development. 

Method: The research study was designed
as a qualitative case study conducted at a Turkish state university and was
aimed at exploring the impact of CFG as a tool to support professional teacher
development. The methodology used was an inductive process using grounded
theory.  Data came from the journals,
meeting transcripts, interviews and questionnaires, and from the researcher’s
notes.

Findings: The
results of the study showed that teachers who worked in a CFG felt
better prepared to continue engaging in their profession. 
CFG
provided the opportunity to work collaboratively, to delve into classroom-based
dilemmas, to focus on the teaching and learning of specific academic content,
and build strong working relationships among teachers.
Implications for Research
and Practice
:
CFGs are proved to be a valuable professional
development model as teachers are given opportunities to take the time to
inquire into areas of their teaching that they believe need attention. The
collaboration should be formalized by school administrations by providing time
and space for these processes to take place. Further studies should be
implemented to observe the effects and impacts of CFG on students’ learning.




References

  • Aktekin, N. C. (2013). The impact of in-service teacher education (INSET) programme on professional development of EFL teachers through the critical friends group (CFG). (Unpublished Doctoral Dissertation). Cukurova University, Adana, Turkey.
  • Andreu, R., Canos, L., de Juana, S., Manresa, E., Rienda, L., & Tari, J.J. (2003). Critical friends: a tool for quality improvement in universities. Quality Assurance in Education, 11(1), 31-36.
  • Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147.
  • Auerbach, C. F., & Silverstein, L. B. 2003. Qualitative data: An introduction to coding and analysis. New York: New York University Press.
  • Bambino, D. (2002). Critical friends. Educational Leadership, 59(6), 25-27.
  • Bayrakci, M. (2009). In-service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22.
  • Bernacchio, C., Ross, F., Washburn, K.R., Whitney, J., & Wood, D.R, (2007). Faculty collaboration to improve equity, access, and inclusion in higher education. Equity & Excellence in Education, 40(1), 56-66.
  • Bloom, B. A. (1999). Critical friends groups: In pursuit of excellence. Mt. Airy Times Express. Retrieved November 1, 2016, from http://www.nsrfharmony.org/mtairy.html
  • Coalition of Essential Schools (CES) (2008). Oakland, CA. Retrieved May 3, 2016, from http://www.essentialschools.org
  • Christison, M. A., & Stoller, F. L. (Eds.) (1997). A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers.
  • Clausen, K.W., Aquino, A.M., & Wideman, R. (2009). Bridging the real and ideal: A comparison between learning community characteristics and a school-based case study. Teaching and Teacher Education, 25, 444-452.
  • Clark, C. (2001). Good conversation. In C. M. Clark (Ed.), Talking shop: Authentic conversation and teacher learning. New York, NY: Teachers College Press.
  • Costa, A., & Kallick, B. (1993). Through the lens of a Critical Friend. Educational Leadership, 51(2), 49-51.
  • Costantino, T. (2010). The Critical Friends Group: A Strategy for Developing Intellectual Community in Doctoral Education. i.e.: Inquiry in Education, 1(2), 1-12. Retrieved June 2, 2016, from http://digitalcommons.nl.edu/ie/vol1/iss2/5
  • Curry, M.W. (2008). Critical Friends Groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. Teachers College Record, 110 (4), 733-774.
  • Curtis, G., Reid, D., Kelley, M., Martindell, P.T., & Craig, C.J., (2013). Braided lives: Multiple ways of knowing, flowing in and out of knowledge communities. Studying Teacher Education, 9(2), 175-186.
  • DeSantis, L., & Ugarriza, D. N. (2000). The concept of theme as used in qualitative nursing research. Western Journal of Nursing Research, 22(3), 351–72.
  • DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6-11.
  • DuFour, R., Eaker, R. E., & DuFour, R. B. (2005). On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree.
  • Dunne, F., & Honts, F. (1998). That group really makes me think! Critical friends groups and the development of reflective practitioners. Paper presented at the AERA Annual Meeting, San Diego, CA.
  • Dunne, F., Nave, B., & Lewis, A. (2000). Critical friends: Teachers helping to improve student learning. Phi Delta Kappa International Research Bulletin, 28, 9-12.
  • Evans, L. (2019) Implicit and informal professional development: what it ‘looks like’, how it occurs, and why we need to research it. Professional Development in Education, 45(1), 3-16, DOI: 10.1080/19415257.2018.1441172
  • Franzak, J. (2002). Developing a teacher identity: The impact of critical friends practice on the student teacher. English Education, 34(4), 258-280.
  • Fraser, C., Kennedy, A., Reid, L., & McKinney, S. (2007). Teachers’ continuing professional development (CPD): Contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153-69.
  • Garet, M., Porter, A., Desimone, L. Birman, B., & Yoon, K. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Education Research Journal, 38(4), 915-945.
  • Guceri, M. 2005. The impact of in-service teacher training on change agentry role of teachers and their contribution to school improvement. (Unpublished Ph.D. dissertation). Middle East Technical University, Ankara, Turkey.
  • Gunbay, E., & Mede, E. (2017). Implementing Authentic Materials through Critical Friends Group (CFG): A Case from Turkey. The Qualitative Report, 22(11), 3055-3074.
  • Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Thousand Oaks, CA: Corwin.
  • Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217.
  • Johnson, K.E. (2009). Second language teacher education: A sociocultural perspective. New York: Taylor & Francis.
  • Juarez, K. (March 30, 2017). Charrette Protocol. Retrieved September 5, 2018, from: https://www.schoolreforminitiative.org/download/charrette-protocol/
  • Kelley, M. (2007). Critical Friends Groups: Building teacher knowledge through collaboration and reflection. NSRF Research Conference, Seattle.
  • Key, E. (2006). Do they make a difference? A review of research on the impact of Critical Friends Groups. A Paper Presented at the National School Reform Faculty Research Forum. Retrieved May 25, 2017, from http://www.nsrfharmony.org
  • Little, J., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school reform. Phi Delta Kappan, 85(3), 185-192.
  • Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement–a meta-analysis. School Effectiveness and School Improvement, 22(2), 121-148. Retrieved March 23, 2016, from https://doi.org/10.1080/09243453.2010.550467
  • McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. NY: Teachers College Press.
  • Moll, L. C. (2001). Through the mediation of others: Vygotskian research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 111–129). Washington, DC: American Educational Research Association.
  • Moore, J. A. and Carter-Hicks, J. (2014) "Let’s Talk! Facilitating a Faculty Learning Community Using a Critical Friends Group Approach. International Journal for the Scholarship of Teaching and Learning, 8(2), Article 9. Retrieved May 3, 2016, from https://doi.org/10.20429/ijsotl.2014.080209
  • Nave, B. (1998). First year evaluation report to cohort 3 schools: Preliminary analysis of data from 1997- 1998 school visits. Providence, RI: Brown University. Retrieved October 5, 2014, from http://www.nsrfharmony.org
  • Nave, B. (2000). Among critical friends: A study of critical friends groups in three Maine schools. (Unpublished Ed.D. dissertation). Harvard University, Massachusetts, United States.
  • Nefstead, K.A. (2009). Critical Friends Groups: A learning community’s journey. (Unpublished Ph.D. dissertation). Capella University, MN, USA. National School Reform Faculty (NSRF) (2014). The Harmony Education Center, Bloomington, IN. Retrieved May 16, 2016, from http://www.nsrfharmony.org
  • Poehner, M.P. (2009). Drafting a new chapter on critical friends groups: Exploring teacher learning from a Vygotskian perspective. (PhD dissertation). Pennsylvania State University, USA. Retrieved from ProQuest Digital Dissertations database. (Publication No. UMI3374533).
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  • Snow-Gerono, J. L. (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21, 241-256.
  • Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258 Stoll, L., & Louis, K. S. (2007). Professional learning communities: Elaborating new approaches. Professional learning communities: Divergence, depth and dilemmas, (1-13). Seker, M. (2007). Exploring effects of collaborative learning in enhancing teachers’ development in teaching English to young learners. (Unpublished Ph.D. dissertation). Cukurova University, Adana, Turkey.
  • Van Lare, M.D., & Brazer, S.D. (2013). Analyzing learning in professional learning communities: A conceptual framework. Leadership and Policy in Schools, 12(4), 374-396.
  • Vo, L.T., & Nguyen, H.T.M. (2010). Critical friends group for EFL teacher professional development. ELT Journal, 64 (2), 205-213.
  • Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
  • Wang, T. (2016). School leadership and professional learning community: case study of two senior high schools in Northeast China, Asia Pacific Journal of Education, 36:2, 202-216, DOI: 10.1080/02188791.2016.1148849
  • Yin, H., & Zheng, X. (2018). Facilitating professional learning communities in China: Do leadership practices and faculty trust matter? Teaching and Teacher Education, 76, 140-150. https://doi.org/10.1016/j.tate.2018.09.002

Kritik (Eleştirel) Arkadaş Grubu (CFG): İngilizce Öğretmenlerine Yönelik Sorgulamaya Dayalı Mesleki Gelişim Modeli

Year 2019, Volume: 19 Issue: 81, 1 - 20, 31.05.2019

Abstract

Bu çalışma sorgulamaya dayalı mesleki gelişim modeli
olan “Kritik (Eleştirel) Arkadaş Grubu (Critical Friends Group-CFG)”
uygulamasının Türk İngilizce öğretim görevlilerinin mesleki gelişimi üzerindeki
etkisini araştırmaktadır.

Problem
Durumu
: Kısa dönemli
yapılan eğitimlerin öğretmenlerin teorik bilgi ile sınıf içi uygulaması
arasında ilişki kurmalarına yeterince olanak sağlamadığı bilinmektedir. Evans
(2019) yeni fikirlerin ya da düşünme şekillerinin insanların uygulamalarına
yansımasının yavaş yavaş olduğunu ve bu fikir ve bakış açılarının uygulama
sırasında meydana gelen etkileşimlerle ve diğer etkenlerle geliştiğini
söylemektedir. CFG modeli son zamanlarda sıkça uygulanan mesleki öğrenme
topluluklarından birisidir ve bu çalışmada etkinliği araştırılmıştır. Mesleki
öğrenme topluluğunun en güncel tanımlarından birini Harris (2014) şöyle
yapmıştır: Veri ve kanıtları analiz ederek ortaya çıkan öğrenici ihtiyaçlarını
dikkate alarak bir grup profesyonelin uyumlu bir şekilde çalışmasıdır. Grup
içinde bulunan öğreticiler arasında ast-üst ilişkisi yoktur, tüm öğretmenler
birbirlerine destek olur, mentörlük yapar. Dolayısıyla kısa süreli
gerçekleştirilen ve bir eğitici tarafından bilgilerin aktarıldığı tek yönlü
eğitimler yerine öğretmenlerin işbirliği içinde çalıştıkları ve kendilerini
rahat hissttikleri, birbirlerinden öğrendikleri mesleki gelişim modellerinin
daha faydalı olduğu savunulmaktadır. Bu çalışmada uygulanan CFG modelinin
teorik temeli sosyo-kültürel theriye dayanmaktadır. Bu teoriyle uyumlu olarak
CFG öğretmenlere devam eden, derinlemesine inceleme sağlayan ve yansıtıcı
teknikler kullanabilmelerine olanak vermektedir ve sonuç olarak öğrenci
başarısını arttırmayı hedeflemektedir.

Araştırmanın
Amacı:
Araştırma CFG modelinin
öğretmenlerin mesleki gelişimi üzerindeki etkisini ölçmek amacıyla
planlanmıştır. Öğretmenlerin bir grup halinde, hiyerarşik bir yapı olmaksızın
çalışmalarını, beraber öğrenmelerini ve gelişmelerini amaçlamaktadır. Sınıfiçi
zorlukları, kullanılan öğretme tekniklerin etkinliğini, farklı yöntem ve
fikirlerin paylaşımını sağlayan CFG modelinin etkinliği bu çalışmayla
araştırılmıştır. Bu doğrultuda iki araştırma sorusu sorulmuştur:

1.       
Kendi fikirleri dikkate
alındığında, Kritik Arkadaş Grubu (CFG) modeli içerisinde yer almak
öğretmenlerin mesleki geişimi için güçlü bir yöntem midir?

2.       
Öğretmenler bu model içinde
yer aldıktan sonra hangi açılardan geliştiklerini düşünmektedirler?

Araştırma
Yöntemi
: Araştırma bir Türk
devlet üniversitesinde uygulanmış nitel vaka çalışmasıdır. Brown Üniversitesi
Annenberg Enstitüsü tarafından Okul Reformu kapsamında kurulmuş NSRF (National
School Reform Faculty) tarafından geliştirilen CFG modeli uygulanmıştır. Grup
aralarında ast-üst ilişkisi olmayan 6 öğretmenden oluşmuştur. Gruba bir
öğretmen koçluk yapmıştır (bu çalışmada araştırmacı bu görevi üstlenmiştir).
Belli konularda hazırlanmış protokoller toplantılarda kullanılmıştır. Bu
protokoller sadece kılavuz görevi görmektedir, toplantıların planlı bir şekilde
geçmesini sağlamaktadır. Grup modeli bir eğitim öğretim dönemi boyunca
uygulanmıştır. Verilerin analizinde tümevarım analiz tekniği uygulanmıştır.
Nitel araştırma deseni olarak gömülü teori, araştırma ve veri analiz yöntemi
şeklinde kullanılmıştır. Verilerin kaynağı öğretmenlerin tutukları günlükler,
yüz yüze görüşmeler, toplantı kayıtları ve araştırmacının notlarıdır.
Öğretmenlerden olur formu alınmıştır. İsimler gizli tutulmuştur. Toplantı
kayıtları ve yüz yüze görüşmeler yazıya dökülmüştür; tüm verilerle beraber
kodlama yöntemi ile incelenmiştir. İki araştırmacı tarafından kodlar
belirlendikten sonra kategoriler oluşturulmuş ve bu kategoriler
karşılaştırlmıştır. İlgili temalara ve alt-temalara karar verilmiştir. Son
olarak değerbiçicilerarası güvenirlik hesaplanmıştır; bu sonuç .83 olarak
bulunmuştur.

Araştırma Bulguları: Çalışmanın sonucu bu grupta çalışan öğretmenlerin
mesleklerine devam ederken daha iyi hissettiklerini ve işlerine daha çok bağlandıklarını
göstermiştir. Grup çalışması öğretmenlere işbirlikçi bir ortamda çalışma şansı
sunmuş, sınıf içinde yaşanan çıkmazların üstesinden gelme ve belirli akademik
içeriklerin öğrenilmesi ve öğretilmesi üzerinde yoğunlaşmayı sağlamıştır.
Öğretmenler arasında güçlü bir mesleki bağ kurulmasına yardımcı olmuştur. CFG
güvenli ve rahat hissedilen bir ortam yaratmıştır. Bu açıdan sonuçlar diğer
çalışmalarla benzerlik göstermektedir ((Dunne & Honts, 1998; Nave, 1998,
2000; Nefstead, 2009; Vo & Nguyen, 2010; Constantino, 2010;
  Moore & Carter-Higgs, 2014; Gunbay &
Mede, 2017). Yapıcı, etkili, yansımacı, demokratik, rahat terimleri sık sık
kullanılmıştır. CFG toplantıları ve tutulan günlüklerden gelen verilere göre
katılımcılar 4 temada fikirlerini dile getirmişlerdir. Bunlar motivasyon,
kurumsal kısıtlar, bütünleşik beceri öğretimi ve sınıfiçi atmosfer, ve
öğrencilerin gelişiminin takip edilmesidir. Hem öğrenci hem de öğretmenlerin
motivasyonlarının arttırılmasına yönelik ortak düşünce üzerinde durulmuş ve
paylaşılan fikirler grupta tartışılmıştır. Öğretmenlerin fikir alışverişi
sonucunda ortaya çıkan uygulamaya yönelik yaklaşaımların olması katılımcıların
özgüvenleri arttırmıştır. Bu uygulamaların yönetimle paylaşılması ve tüm okula
yayılması düşüncesi benimsenmiştir.
















Araştırma Sonuçları ve Önerileri
: CFG
modeli öğretmenlerin öğretim yöntemlerinde karşılaştıkları sorunların üzerine
gitme ve iyileştirme açısından faydalı bir uygulama olmuştur. Çalışmanın
gerçekleştirildiği kurumda süregelen mesleki gelişimin önemi farkedilmiş, bu ve
benzer uygulamaların daha geniş çapta devam etmesinin önemi yönetimle
paylaşılmıştır. Bu gibi gelişim modellerinin uygulanabilmesi için okul
yönetimlerinin desteği ve işbirliği önemlidir ve gerçekleştirilmelidir. Bu grup
çalışmasının öğrenci öğrenimine etkisi ilerleyen çalışmalarda araştırılmalıdır

References

  • Aktekin, N. C. (2013). The impact of in-service teacher education (INSET) programme on professional development of EFL teachers through the critical friends group (CFG). (Unpublished Doctoral Dissertation). Cukurova University, Adana, Turkey.
  • Andreu, R., Canos, L., de Juana, S., Manresa, E., Rienda, L., & Tari, J.J. (2003). Critical friends: a tool for quality improvement in universities. Quality Assurance in Education, 11(1), 31-36.
  • Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147.
  • Auerbach, C. F., & Silverstein, L. B. 2003. Qualitative data: An introduction to coding and analysis. New York: New York University Press.
  • Bambino, D. (2002). Critical friends. Educational Leadership, 59(6), 25-27.
  • Bayrakci, M. (2009). In-service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22.
  • Bernacchio, C., Ross, F., Washburn, K.R., Whitney, J., & Wood, D.R, (2007). Faculty collaboration to improve equity, access, and inclusion in higher education. Equity & Excellence in Education, 40(1), 56-66.
  • Bloom, B. A. (1999). Critical friends groups: In pursuit of excellence. Mt. Airy Times Express. Retrieved November 1, 2016, from http://www.nsrfharmony.org/mtairy.html
  • Coalition of Essential Schools (CES) (2008). Oakland, CA. Retrieved May 3, 2016, from http://www.essentialschools.org
  • Christison, M. A., & Stoller, F. L. (Eds.) (1997). A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers.
  • Clausen, K.W., Aquino, A.M., & Wideman, R. (2009). Bridging the real and ideal: A comparison between learning community characteristics and a school-based case study. Teaching and Teacher Education, 25, 444-452.
  • Clark, C. (2001). Good conversation. In C. M. Clark (Ed.), Talking shop: Authentic conversation and teacher learning. New York, NY: Teachers College Press.
  • Costa, A., & Kallick, B. (1993). Through the lens of a Critical Friend. Educational Leadership, 51(2), 49-51.
  • Costantino, T. (2010). The Critical Friends Group: A Strategy for Developing Intellectual Community in Doctoral Education. i.e.: Inquiry in Education, 1(2), 1-12. Retrieved June 2, 2016, from http://digitalcommons.nl.edu/ie/vol1/iss2/5
  • Curry, M.W. (2008). Critical Friends Groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. Teachers College Record, 110 (4), 733-774.
  • Curtis, G., Reid, D., Kelley, M., Martindell, P.T., & Craig, C.J., (2013). Braided lives: Multiple ways of knowing, flowing in and out of knowledge communities. Studying Teacher Education, 9(2), 175-186.
  • DeSantis, L., & Ugarriza, D. N. (2000). The concept of theme as used in qualitative nursing research. Western Journal of Nursing Research, 22(3), 351–72.
  • DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6-11.
  • DuFour, R., Eaker, R. E., & DuFour, R. B. (2005). On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree.
  • Dunne, F., & Honts, F. (1998). That group really makes me think! Critical friends groups and the development of reflective practitioners. Paper presented at the AERA Annual Meeting, San Diego, CA.
  • Dunne, F., Nave, B., & Lewis, A. (2000). Critical friends: Teachers helping to improve student learning. Phi Delta Kappa International Research Bulletin, 28, 9-12.
  • Evans, L. (2019) Implicit and informal professional development: what it ‘looks like’, how it occurs, and why we need to research it. Professional Development in Education, 45(1), 3-16, DOI: 10.1080/19415257.2018.1441172
  • Franzak, J. (2002). Developing a teacher identity: The impact of critical friends practice on the student teacher. English Education, 34(4), 258-280.
  • Fraser, C., Kennedy, A., Reid, L., & McKinney, S. (2007). Teachers’ continuing professional development (CPD): Contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153-69.
  • Garet, M., Porter, A., Desimone, L. Birman, B., & Yoon, K. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Education Research Journal, 38(4), 915-945.
  • Guceri, M. 2005. The impact of in-service teacher training on change agentry role of teachers and their contribution to school improvement. (Unpublished Ph.D. dissertation). Middle East Technical University, Ankara, Turkey.
  • Gunbay, E., & Mede, E. (2017). Implementing Authentic Materials through Critical Friends Group (CFG): A Case from Turkey. The Qualitative Report, 22(11), 3055-3074.
  • Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Thousand Oaks, CA: Corwin.
  • Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217.
  • Johnson, K.E. (2009). Second language teacher education: A sociocultural perspective. New York: Taylor & Francis.
  • Juarez, K. (March 30, 2017). Charrette Protocol. Retrieved September 5, 2018, from: https://www.schoolreforminitiative.org/download/charrette-protocol/
  • Kelley, M. (2007). Critical Friends Groups: Building teacher knowledge through collaboration and reflection. NSRF Research Conference, Seattle.
  • Key, E. (2006). Do they make a difference? A review of research on the impact of Critical Friends Groups. A Paper Presented at the National School Reform Faculty Research Forum. Retrieved May 25, 2017, from http://www.nsrfharmony.org
  • Little, J., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school reform. Phi Delta Kappan, 85(3), 185-192.
  • Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement–a meta-analysis. School Effectiveness and School Improvement, 22(2), 121-148. Retrieved March 23, 2016, from https://doi.org/10.1080/09243453.2010.550467
  • McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. NY: Teachers College Press.
  • Moll, L. C. (2001). Through the mediation of others: Vygotskian research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 111–129). Washington, DC: American Educational Research Association.
  • Moore, J. A. and Carter-Hicks, J. (2014) "Let’s Talk! Facilitating a Faculty Learning Community Using a Critical Friends Group Approach. International Journal for the Scholarship of Teaching and Learning, 8(2), Article 9. Retrieved May 3, 2016, from https://doi.org/10.20429/ijsotl.2014.080209
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There are 52 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Nafiye Cigdem Aktekın

Publication Date May 31, 2019
Published in Issue Year 2019 Volume: 19 Issue: 81

Cite

APA Aktekın, N. C. (2019). Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers. Eurasian Journal of Educational Research, 19(81), 1-20.
AMA Aktekın NC. Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers. Eurasian Journal of Educational Research. May 2019;19(81):1-20.
Chicago Aktekın, Nafiye Cigdem. “Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers”. Eurasian Journal of Educational Research 19, no. 81 (May 2019): 1-20.
EndNote Aktekın NC (May 1, 2019) Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers. Eurasian Journal of Educational Research 19 81 1–20.
IEEE N. C. Aktekın, “Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers”, Eurasian Journal of Educational Research, vol. 19, no. 81, pp. 1–20, 2019.
ISNAD Aktekın, Nafiye Cigdem. “Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers”. Eurasian Journal of Educational Research 19/81 (May 2019), 1-20.
JAMA Aktekın NC. Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers. Eurasian Journal of Educational Research. 2019;19:1–20.
MLA Aktekın, Nafiye Cigdem. “Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers”. Eurasian Journal of Educational Research, vol. 19, no. 81, 2019, pp. 1-20.
Vancouver Aktekın NC. Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers. Eurasian Journal of Educational Research. 2019;19(81):1-20.