Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2024, Sayı: 61, 2083 - 2117, 27.09.2024
https://doi.org/10.53444/deubefd.1433781

Öz

Kaynakça

  • Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227.
  • Akbari, R., Kiany, G. R., Naeeni, M., & Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL, 11(1), 1-27.
  • Akbaş, E., & Dikilitaş, K. (2019). Developing critical reflection practices via reflective writing for pre-service language teachers. Inquiry and Research Skills for Language Teachers, 125-135. https://doi.org/10.1007/978-3-030-21137-0_7
  • Amalia, L. L., Widiati, U., Basthomi, Y., & Cahyono, B. Y. (2020). Reflective practice on lesson planning among EFL teacher educators. Indonesian Journal of Applied Linguistics, 10(1), 153-160. https://doi.org/10.17509/ijal.v10i1.25025
  • Anani Sarab, M. R., & Mardian, F. (2022). Reflective practice in second language teacher education: A scoping review. Journal of Education for Teaching, 49(5), 768-784. https://doi.org/10.1080/02607476.2022.2152316 Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
  • Alakbari, M., & Adibpour, M. (2018). Reflective EFL education in Iran: Existing situation and teachers’ perceived fundamental challenges. Eurasian Journal of Educational Research, 18(77), 1-16. https://doi.org/10.14689/ejer.2018.77.7
  • Alp, S., & Şahin. T. Ç. (2008). The importance of reflective thinking and reflective thinking in education Development, Journal of National Education, 178, 311-320.
  • Alsuhaibani, Z. (2019). Perceptions and practices of EFL pre-service teachers about reflective teaching. Arab World English Journal, 10 (4) 62-73. https://dx.doi.org/10.24093/awej/vol10no4.5
  • Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018.11129a
  • Baxter, P., & Jack, S. (2015). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1573
  • Borg, S., & Edmett, A. (2018). Developing a self-assessment tool for English language teachers. Language Teaching Research, 23(5), 655-679. https://doi.org/10.1177/1362168817752543
  • Brandenburg, R., Glasswell, K., Jones, M., & Ryan, J. (2017). Reflective theory and practice in teacher education. https://dx.doi.org/10.1007/978-981-10-3431-2
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods (2nd ed.). Pegem Akademi.
  • Campbell, C., & Evans, J. A. (2000). Investigation of preservice teachers' classroom assessment practices during student teaching. The Journal of Educational Research, 93(6), 350-355.
  • Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Edu¬cation, 11(3), 243-61.
  • Crandall, J. A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
  • Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: A popperian analysis, Reflective Practice, 7(1). 73-86.
  • Cornford, I. R. (2002). Reflective teaching: Empirical research findings and some implications for teacher education. Journal of Vocational Education and Training, 54(2), 219-235.
  • Constantinou, H. (2009). Reflection in education:An exploration of EFL teachers’ conceptions of reflective practice in the UAE [Unpublished doctoral dissertation]. University of Exeter.
  • Dewey, J. (1933). How we think. Boston: D.C. Heath.
  • Dilekli, Y., & Orakcı, Ş. (2019). Examining reflective thinking skills of teachers according to various variables. OPUS International Journal of Society Studies. https://doi.org/10.26466/opus.550187
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Education First (2018). 2018 EF English Proficiency Index. https://www.ef.com.tr/epi/regions/europe/Türkiye/ on 12 June 2020.
  • Farrell, T. S. (2015). Reflective language teaching: From research to practice. Bloomsbury Publishing.
  • Farrell, T. S. (2017). Research on reflective practice in TESOL. Routledge.
  • Farrell, T. S. (2019). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277-286. https://doi.org/10.1080/13670050.2019.1612840
  • Farrell, T. S. (2021). Doing reflective practice in English language teaching. https://doi.org/10.4324/9781003178729
  • Farrell, T. S. (2022). Reflective practice in language teaching. Cambridge University Press.
  • Farrell, T. S. (2022). Operationalizing reflective practice in second language teacher education (SLTE). Second Language Teacher Education. https://doi.org/10.1558/slte.21881
  • Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational researcher, 32(3), 16-25.
  • Godínez Martínez, J. (2021). Action research and collaborative reflective practice in English language teaching. Reflective Practice, 23(1), 88-102. https://doi.org/10.1080/14623943.2021.1982688
  • Godínez Martínez, J. M. (2018). How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers? Reflective Practice, 19(4), 427-446. https://doi.org/10.1080/14623943.2018.1479688
  • Gu, Q. (2017). Variations in the conditions for teachers’ professional learning and development: Teacher development, retention and renewal over a career. A Companion to Research in Teacher Education, 37-52. https://doi.org/10.1007/978-981-10-4075-7_3
  • Göker, S. D., & Ürün Göker, M. (2020). Reflective control model in teacher supervision. Studies in Educational Research and Development, 4(1), 26-41.
  • Hamlin, M. D. (2022). Developing self-directed learning skills for lifelong learning. Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy, 209-234. https://doi.org/10.4018/978-1-7998-7661-8.ch012
  • Hashim, S. N., & Yusoff, N. M. (2021). The use of reflective practice towards achieving effective English language teaching at primary schools. International Journal of Evaluation and Research in Education (IJERE), 10(1), 364. https://doi.org/10.11591/ijere.v10i1.20956
  • Hussaın, M. A., Mehmood, A., & Sultana, M. (2011). An inquıry into benefıts of reflective practice in open and distance learning. Turkish Online Journal Of Distance Education, 12(2).
  • Kabilan, M. K. (2007). English language teachers reflecting on reflections: A Malaysian experience. TESOL quarterly, 41(4), 681-705.
  • Kayapinar, U. (2018). Reflection in teacher development. Reimagining New Approaches in Teacher Professional Development. https://doi.org/10.5772/intechopen.78257
  • Kırmızı, O., & Tosuncuoglu, I. (2019). Becoming reflective practitioners: A case study of fourbeginning pre-service EFL teachers in Türkiye. English Language Teaching, 12(4), 127. https://doi.org/10.5539/elt.v12n4p127
  • Koksal, N., & Demirel, O. (2008). Contribution of reflective thinking to pre-service teachers' teaching practice. Hacettepe University Journal of Education Faculty, 34, 189-203.
  • Koc, C., & Yıldız, H. (2012). Reflectors of teaching practice: Diaries. Education and Science, 37(164), 223-236. Korthagen, F. A., & Wubbels, T. (1995). Characteristics of reflective practitioners: Towards an operationalization of the concept of reflection. Teachers and Teaching, 1(1), 51-72.
  • Kömür, Ş., & Gün, S. (2016). English language teachers’ reflective practices for understanding their teaching processes. The Journal of Language Teaching and Learning, 6(2),14 27.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Korucu Kış, S. & Yükselir, C. (2021). A Critical Review of Reflective Practices in Pre-Service ELT Context: The Turkey Case. Batı Anadolu Eğitim Bilimleri Dergisi, 12(2), 691-704.
  • La Sunra, L. S., Haryanto, H., & Nur, S. (2020). Teachers’ reflective practice and challengesin an Indonesian EFL secondary school classroom. International Journal of Language Education, 4(2), 289. https://doi.org/10.26858/ijole.v4i2.13893
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321-329.
  • Mälkki, K., & Lindblom-Ylänne, S. (2012). From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions. Studies in Higher Education, 37(1), 33-50.
  • Mathew, P., Mathew, P., &Peechattu, P.J. (2017). Reflective practice: A means to teacher development. Asia Pacific of Contemporary Education and Communication Technology, 3(1), 126-131.
  • McMillian, J. H. (2004). Educational research: Fundamentals for the consumer (3rd ed.). New York: Longman.
  • Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and practice. London and New York: RoutledgeFalmer.
  • Murphy, J. M. (2001). Reflective teaching in ELT. Teaching English as a second or foreign language.
  • Nurkamto, J., & Sarosa, T. (2020). Engaging EFL teachers in reflective practice as a way to pursue sustained professional development. International Journal of Pedagogy and Teacher Education, 4(1), 45. https://doi.org/10.20961/ijpte.v4i1.26082
  • Orakcı, Ş. (2021). Teachers’ reflection and level of reflective thinking on the different dimensions of their teaching practice. International Journal of Modern Education Studies, 5(1), 117. https://doi.org/10.51383/ijonmes.2021.88
  • Özbek, G., & Köse, E. (2018). Reflective thinking skills of pre-service teachers and factors that enhance the reflective thinking. Kastamonu Education Journal, 27(2). https://doi.org/10.24106/kefdergi.2577
  • Öztürk, G. (2021). Prospective teachers as reflective practitioners. Fostering Reflective Teaching Practice in Pre-Service Education, 134-147. https://doi.org/10.4018/978-1-5225-2963-7.ch007
  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Qing, X. (2009). Reflective teaching-- an effective path for efl teacher’s professional development. Canadian Social Science, 5(2). http://dx.doi.org/10.3968/j.css.1923669720090502.005
  • Park, M., & So, K. (2014). Opportunities and challenges for teacher professional development: A case of collaborative learning community in South Korea. International Education Studies, 7(7). https://doi.org/10.5539/ies.v7n7p96
  • Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a Foreign Language Teacher Immunity: An Integrated Reflective Practice. Iranian Journal of Language Teaching Research, 7(3).
  • Rozimela, Y., & Tiarina, Y. (2017). The impact of reflective practice on efl prospective teachers’ teaching skill improvement. The Journal of Language Teaching and Learning, 7(2), 18-38.
  • Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Richert, A. (1990). Teaching teachers to reflect. A consideration of program structure. Journal of Curriculum Studies, 22(6), 509-527.
  • Rozimela, Y. (2013). Using reflective teaching to develop students’ teaching skill. Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 41(1),69-80.
  • Sangani, H. R., & Stelma, J. (2012). Reflective practice in developing world contexts: A general review of literature and a specific consideration of an Iranian experience. Professional Development in Education, 38(1), 113-129.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. NY: Basic Books.
  • Sibahi, R. (2016). Exploring reflective practice among college EFL teachers in Saudi Arabia. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2834402
  • Stanley, C. (1998) A framework for teacher reflectivity. TESOL Quarterly 32(3), 584-587.
  • Taşdemir, H., & Gümüşok, F. (2023). Self-evaluation as a form of reflective practice in the practicum. Dil Eğitimi ve Araştırmaları Dergisi, 9(2), 515-534. https://doi.org/10.31464/jlere.1252480
  • Tosriadi, T., Asib, A., Marmanto, S., & Azizah, U. A. (2018). In-service EFL teachers’ reflection as a pathway to develop teacher professionalism. International Online Journal of Education and Teaching (IOJET), 5(4), 921-932. http://iojet.org/index.php/IOJET/article/view/467/302
  • Truong, M. T., & Murray, J. (2019). Understanding Language Teacher Motivation in Online Professional Development: A Study of Vietnamese EFL Teachers. The Electronic Journal for English as a Second Language, 23(3).
  • UNESCO. (2023, December 20). 2023 education highlights: Keeping up the momentum to transform learning.
  • UNESCO. Retrieved from https://www.unesco.org/en/articles/2023education-highlights
  • Ünlü, Z., & Külekci, E. (2020). Reflective practice tools in ESL: Two retrospective evaluations. Applied Linguistics Review, 11(1), 109-127. https://doi.org/10.1515/applirev-2017-0075
  • Van, M. M. (1977). Linking ways of knowing and ways of being practical: Curriculum and inquiry, 6, 205 – 228.
  • Walsh, S., & Steve J. M. (2015). Doing reflective practice: A data-led way forward. ELT Journal 69(4). 351–362.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. London and New York: Routledge.
  • Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243-257.
  • Yeşilbursa, A. (2011). A reflective typology emerging from the collaborative reflections of three English language teacher trainers. Education and Science, 36(162).
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press, Inc.
  • Zacharias, N.T. (2012). Qualitative research method for second language education. Newcastle upon Tyre: CambridgeScholars.
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: L. Erlbaum Associates.
  • Zeichner, K. (1996). Teachers as reflective practitioners and democratisation of school reform. New York: Teachers College Press.
  • Zwozdiak-Myers, P. N. (2018). The teacher's reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. Routledge.

s of EFL Teachers

Yıl 2024, Sayı: 61, 2083 - 2117, 27.09.2024
https://doi.org/10.53444/deubefd.1433781

Öz

Kaynakça

  • Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227.
  • Akbari, R., Kiany, G. R., Naeeni, M., & Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL, 11(1), 1-27.
  • Akbaş, E., & Dikilitaş, K. (2019). Developing critical reflection practices via reflective writing for pre-service language teachers. Inquiry and Research Skills for Language Teachers, 125-135. https://doi.org/10.1007/978-3-030-21137-0_7
  • Amalia, L. L., Widiati, U., Basthomi, Y., & Cahyono, B. Y. (2020). Reflective practice on lesson planning among EFL teacher educators. Indonesian Journal of Applied Linguistics, 10(1), 153-160. https://doi.org/10.17509/ijal.v10i1.25025
  • Anani Sarab, M. R., & Mardian, F. (2022). Reflective practice in second language teacher education: A scoping review. Journal of Education for Teaching, 49(5), 768-784. https://doi.org/10.1080/02607476.2022.2152316 Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
  • Alakbari, M., & Adibpour, M. (2018). Reflective EFL education in Iran: Existing situation and teachers’ perceived fundamental challenges. Eurasian Journal of Educational Research, 18(77), 1-16. https://doi.org/10.14689/ejer.2018.77.7
  • Alp, S., & Şahin. T. Ç. (2008). The importance of reflective thinking and reflective thinking in education Development, Journal of National Education, 178, 311-320.
  • Alsuhaibani, Z. (2019). Perceptions and practices of EFL pre-service teachers about reflective teaching. Arab World English Journal, 10 (4) 62-73. https://dx.doi.org/10.24093/awej/vol10no4.5
  • Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018.11129a
  • Baxter, P., & Jack, S. (2015). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1573
  • Borg, S., & Edmett, A. (2018). Developing a self-assessment tool for English language teachers. Language Teaching Research, 23(5), 655-679. https://doi.org/10.1177/1362168817752543
  • Brandenburg, R., Glasswell, K., Jones, M., & Ryan, J. (2017). Reflective theory and practice in teacher education. https://dx.doi.org/10.1007/978-981-10-3431-2
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods (2nd ed.). Pegem Akademi.
  • Campbell, C., & Evans, J. A. (2000). Investigation of preservice teachers' classroom assessment practices during student teaching. The Journal of Educational Research, 93(6), 350-355.
  • Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Edu¬cation, 11(3), 243-61.
  • Crandall, J. A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
  • Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: A popperian analysis, Reflective Practice, 7(1). 73-86.
  • Cornford, I. R. (2002). Reflective teaching: Empirical research findings and some implications for teacher education. Journal of Vocational Education and Training, 54(2), 219-235.
  • Constantinou, H. (2009). Reflection in education:An exploration of EFL teachers’ conceptions of reflective practice in the UAE [Unpublished doctoral dissertation]. University of Exeter.
  • Dewey, J. (1933). How we think. Boston: D.C. Heath.
  • Dilekli, Y., & Orakcı, Ş. (2019). Examining reflective thinking skills of teachers according to various variables. OPUS International Journal of Society Studies. https://doi.org/10.26466/opus.550187
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Education First (2018). 2018 EF English Proficiency Index. https://www.ef.com.tr/epi/regions/europe/Türkiye/ on 12 June 2020.
  • Farrell, T. S. (2015). Reflective language teaching: From research to practice. Bloomsbury Publishing.
  • Farrell, T. S. (2017). Research on reflective practice in TESOL. Routledge.
  • Farrell, T. S. (2019). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277-286. https://doi.org/10.1080/13670050.2019.1612840
  • Farrell, T. S. (2021). Doing reflective practice in English language teaching. https://doi.org/10.4324/9781003178729
  • Farrell, T. S. (2022). Reflective practice in language teaching. Cambridge University Press.
  • Farrell, T. S. (2022). Operationalizing reflective practice in second language teacher education (SLTE). Second Language Teacher Education. https://doi.org/10.1558/slte.21881
  • Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational researcher, 32(3), 16-25.
  • Godínez Martínez, J. (2021). Action research and collaborative reflective practice in English language teaching. Reflective Practice, 23(1), 88-102. https://doi.org/10.1080/14623943.2021.1982688
  • Godínez Martínez, J. M. (2018). How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers? Reflective Practice, 19(4), 427-446. https://doi.org/10.1080/14623943.2018.1479688
  • Gu, Q. (2017). Variations in the conditions for teachers’ professional learning and development: Teacher development, retention and renewal over a career. A Companion to Research in Teacher Education, 37-52. https://doi.org/10.1007/978-981-10-4075-7_3
  • Göker, S. D., & Ürün Göker, M. (2020). Reflective control model in teacher supervision. Studies in Educational Research and Development, 4(1), 26-41.
  • Hamlin, M. D. (2022). Developing self-directed learning skills for lifelong learning. Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy, 209-234. https://doi.org/10.4018/978-1-7998-7661-8.ch012
  • Hashim, S. N., & Yusoff, N. M. (2021). The use of reflective practice towards achieving effective English language teaching at primary schools. International Journal of Evaluation and Research in Education (IJERE), 10(1), 364. https://doi.org/10.11591/ijere.v10i1.20956
  • Hussaın, M. A., Mehmood, A., & Sultana, M. (2011). An inquıry into benefıts of reflective practice in open and distance learning. Turkish Online Journal Of Distance Education, 12(2).
  • Kabilan, M. K. (2007). English language teachers reflecting on reflections: A Malaysian experience. TESOL quarterly, 41(4), 681-705.
  • Kayapinar, U. (2018). Reflection in teacher development. Reimagining New Approaches in Teacher Professional Development. https://doi.org/10.5772/intechopen.78257
  • Kırmızı, O., & Tosuncuoglu, I. (2019). Becoming reflective practitioners: A case study of fourbeginning pre-service EFL teachers in Türkiye. English Language Teaching, 12(4), 127. https://doi.org/10.5539/elt.v12n4p127
  • Koksal, N., & Demirel, O. (2008). Contribution of reflective thinking to pre-service teachers' teaching practice. Hacettepe University Journal of Education Faculty, 34, 189-203.
  • Koc, C., & Yıldız, H. (2012). Reflectors of teaching practice: Diaries. Education and Science, 37(164), 223-236. Korthagen, F. A., & Wubbels, T. (1995). Characteristics of reflective practitioners: Towards an operationalization of the concept of reflection. Teachers and Teaching, 1(1), 51-72.
  • Kömür, Ş., & Gün, S. (2016). English language teachers’ reflective practices for understanding their teaching processes. The Journal of Language Teaching and Learning, 6(2),14 27.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Korucu Kış, S. & Yükselir, C. (2021). A Critical Review of Reflective Practices in Pre-Service ELT Context: The Turkey Case. Batı Anadolu Eğitim Bilimleri Dergisi, 12(2), 691-704.
  • La Sunra, L. S., Haryanto, H., & Nur, S. (2020). Teachers’ reflective practice and challengesin an Indonesian EFL secondary school classroom. International Journal of Language Education, 4(2), 289. https://doi.org/10.26858/ijole.v4i2.13893
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321-329.
  • Mälkki, K., & Lindblom-Ylänne, S. (2012). From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions. Studies in Higher Education, 37(1), 33-50.
  • Mathew, P., Mathew, P., &Peechattu, P.J. (2017). Reflective practice: A means to teacher development. Asia Pacific of Contemporary Education and Communication Technology, 3(1), 126-131.
  • McMillian, J. H. (2004). Educational research: Fundamentals for the consumer (3rd ed.). New York: Longman.
  • Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and practice. London and New York: RoutledgeFalmer.
  • Murphy, J. M. (2001). Reflective teaching in ELT. Teaching English as a second or foreign language.
  • Nurkamto, J., & Sarosa, T. (2020). Engaging EFL teachers in reflective practice as a way to pursue sustained professional development. International Journal of Pedagogy and Teacher Education, 4(1), 45. https://doi.org/10.20961/ijpte.v4i1.26082
  • Orakcı, Ş. (2021). Teachers’ reflection and level of reflective thinking on the different dimensions of their teaching practice. International Journal of Modern Education Studies, 5(1), 117. https://doi.org/10.51383/ijonmes.2021.88
  • Özbek, G., & Köse, E. (2018). Reflective thinking skills of pre-service teachers and factors that enhance the reflective thinking. Kastamonu Education Journal, 27(2). https://doi.org/10.24106/kefdergi.2577
  • Öztürk, G. (2021). Prospective teachers as reflective practitioners. Fostering Reflective Teaching Practice in Pre-Service Education, 134-147. https://doi.org/10.4018/978-1-5225-2963-7.ch007
  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Qing, X. (2009). Reflective teaching-- an effective path for efl teacher’s professional development. Canadian Social Science, 5(2). http://dx.doi.org/10.3968/j.css.1923669720090502.005
  • Park, M., & So, K. (2014). Opportunities and challenges for teacher professional development: A case of collaborative learning community in South Korea. International Education Studies, 7(7). https://doi.org/10.5539/ies.v7n7p96
  • Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a Foreign Language Teacher Immunity: An Integrated Reflective Practice. Iranian Journal of Language Teaching Research, 7(3).
  • Rozimela, Y., & Tiarina, Y. (2017). The impact of reflective practice on efl prospective teachers’ teaching skill improvement. The Journal of Language Teaching and Learning, 7(2), 18-38.
  • Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Richert, A. (1990). Teaching teachers to reflect. A consideration of program structure. Journal of Curriculum Studies, 22(6), 509-527.
  • Rozimela, Y. (2013). Using reflective teaching to develop students’ teaching skill. Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 41(1),69-80.
  • Sangani, H. R., & Stelma, J. (2012). Reflective practice in developing world contexts: A general review of literature and a specific consideration of an Iranian experience. Professional Development in Education, 38(1), 113-129.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. NY: Basic Books.
  • Sibahi, R. (2016). Exploring reflective practice among college EFL teachers in Saudi Arabia. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2834402
  • Stanley, C. (1998) A framework for teacher reflectivity. TESOL Quarterly 32(3), 584-587.
  • Taşdemir, H., & Gümüşok, F. (2023). Self-evaluation as a form of reflective practice in the practicum. Dil Eğitimi ve Araştırmaları Dergisi, 9(2), 515-534. https://doi.org/10.31464/jlere.1252480
  • Tosriadi, T., Asib, A., Marmanto, S., & Azizah, U. A. (2018). In-service EFL teachers’ reflection as a pathway to develop teacher professionalism. International Online Journal of Education and Teaching (IOJET), 5(4), 921-932. http://iojet.org/index.php/IOJET/article/view/467/302
  • Truong, M. T., & Murray, J. (2019). Understanding Language Teacher Motivation in Online Professional Development: A Study of Vietnamese EFL Teachers. The Electronic Journal for English as a Second Language, 23(3).
  • UNESCO. (2023, December 20). 2023 education highlights: Keeping up the momentum to transform learning.
  • UNESCO. Retrieved from https://www.unesco.org/en/articles/2023education-highlights
  • Ünlü, Z., & Külekci, E. (2020). Reflective practice tools in ESL: Two retrospective evaluations. Applied Linguistics Review, 11(1), 109-127. https://doi.org/10.1515/applirev-2017-0075
  • Van, M. M. (1977). Linking ways of knowing and ways of being practical: Curriculum and inquiry, 6, 205 – 228.
  • Walsh, S., & Steve J. M. (2015). Doing reflective practice: A data-led way forward. ELT Journal 69(4). 351–362.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. London and New York: Routledge.
  • Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243-257.
  • Yeşilbursa, A. (2011). A reflective typology emerging from the collaborative reflections of three English language teacher trainers. Education and Science, 36(162).
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press, Inc.
  • Zacharias, N.T. (2012). Qualitative research method for second language education. Newcastle upon Tyre: CambridgeScholars.
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: L. Erlbaum Associates.
  • Zeichner, K. (1996). Teachers as reflective practitioners and democratisation of school reform. New York: Teachers College Press.
  • Zwozdiak-Myers, P. N. (2018). The teacher's reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. Routledge.

İngilizce Öğretmenlerinin Yansıtıcı Uygulamaları: İngilizce Öğretmenlerinin Yansıtıcı Uygulama Algısına ve Uygulama Araçlarına Bütüncül Bir Yaklaşım

Yıl 2024, Sayı: 61, 2083 - 2117, 27.09.2024
https://doi.org/10.53444/deubefd.1433781

Öz

Bu nitel araştırmanın amacı, İngilizce öğretmenlerinin yansıtıcı uygulamalara yönelik farkındalık düzeylerini, kendilerini yansıtmanın önündeki engelleri ve özel sektör öğretmenleri ile devlet okulu öğretmenleri arasındaki algı farklılıklarını ve yansıtıcı uygulama düzeylerini ortaya çıkarmaktır. Bu bağlamda, araştırmaya …. ilindeki özel sektörden ve devlet okullarından gönüllü olan toplam 16 İngilizce öğretmen katılmıştır. Görüşmeler, Covid19 nedeniyle zoom yazılımı üzerinden gerçekleştirilmiştir. Veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Görüşmeler yoluyla toplanan tüm nitel veriler yazıya dökülmüş ve tematik analize göre analiz edilmiştir. Veri analizi manuel olarak yapılmıştır. Araştırmanın sonunda sonuçlar, incelenen öğretmenlerin öğretme ve değerlendirmede daha çok kendi rasyonelliklerine güvenme eğiliminde oldukları için nispeten düşük bir yansıtma düzeyini ortaya çıkarmıştır. Öğretmenler kendilerini ya da sınıflarını daha çok öğrencileri merkeze alarak değerlendiriyor ve sistematik bir yaklaşımları yoktur. Öte yandan, özel sektör öğretmenlerinin veli ve yönetim gibi diğer dinamikler nedeniyle yansıtıcı uygulama konusunda daha dikkatli olduklarını ve kendilerini daha çok değerlendirmek ve geliştirmek için yaptıklarına dair biraz daha anlamlı bir sonuç vardır. Yansıtıcı uygulama için her iki grubumuzdaki araçlar değişkendir ve öğretmenlerin yansıtıcı uygulamayı uygulamamak için bir bahane olarak gösterdiği öğretmenin kendi programı, eğitim sistemi ve öğrencilerle ilgili zorluklar vardır. Öğretmenlerin arzu edilen düzeyde pedagojik bütünlük geliştirmeleri için kendilerini, öğrencilerinin öğrenme stillerini ve öğretim bağlamının kritik yönlerini keşfetmeleri gerekliliği tartışılmaktadır.

Etik Beyan

Etik Beyan Formu ekte olup herhangi bir etik ihlal süreci yaşanmamıştır.

Teşekkür

Katılımcılara ve çalışmanın niteliğine yönelik hakem dönütlerine çok teşekkür ederiz.

Kaynakça

  • Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227.
  • Akbari, R., Kiany, G. R., Naeeni, M., & Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL, 11(1), 1-27.
  • Akbaş, E., & Dikilitaş, K. (2019). Developing critical reflection practices via reflective writing for pre-service language teachers. Inquiry and Research Skills for Language Teachers, 125-135. https://doi.org/10.1007/978-3-030-21137-0_7
  • Amalia, L. L., Widiati, U., Basthomi, Y., & Cahyono, B. Y. (2020). Reflective practice on lesson planning among EFL teacher educators. Indonesian Journal of Applied Linguistics, 10(1), 153-160. https://doi.org/10.17509/ijal.v10i1.25025
  • Anani Sarab, M. R., & Mardian, F. (2022). Reflective practice in second language teacher education: A scoping review. Journal of Education for Teaching, 49(5), 768-784. https://doi.org/10.1080/02607476.2022.2152316 Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
  • Alakbari, M., & Adibpour, M. (2018). Reflective EFL education in Iran: Existing situation and teachers’ perceived fundamental challenges. Eurasian Journal of Educational Research, 18(77), 1-16. https://doi.org/10.14689/ejer.2018.77.7
  • Alp, S., & Şahin. T. Ç. (2008). The importance of reflective thinking and reflective thinking in education Development, Journal of National Education, 178, 311-320.
  • Alsuhaibani, Z. (2019). Perceptions and practices of EFL pre-service teachers about reflective teaching. Arab World English Journal, 10 (4) 62-73. https://dx.doi.org/10.24093/awej/vol10no4.5
  • Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018.11129a
  • Baxter, P., & Jack, S. (2015). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1573
  • Borg, S., & Edmett, A. (2018). Developing a self-assessment tool for English language teachers. Language Teaching Research, 23(5), 655-679. https://doi.org/10.1177/1362168817752543
  • Brandenburg, R., Glasswell, K., Jones, M., & Ryan, J. (2017). Reflective theory and practice in teacher education. https://dx.doi.org/10.1007/978-981-10-3431-2
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods (2nd ed.). Pegem Akademi.
  • Campbell, C., & Evans, J. A. (2000). Investigation of preservice teachers' classroom assessment practices during student teaching. The Journal of Educational Research, 93(6), 350-355.
  • Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Edu¬cation, 11(3), 243-61.
  • Crandall, J. A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
  • Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: A popperian analysis, Reflective Practice, 7(1). 73-86.
  • Cornford, I. R. (2002). Reflective teaching: Empirical research findings and some implications for teacher education. Journal of Vocational Education and Training, 54(2), 219-235.
  • Constantinou, H. (2009). Reflection in education:An exploration of EFL teachers’ conceptions of reflective practice in the UAE [Unpublished doctoral dissertation]. University of Exeter.
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  • Hussaın, M. A., Mehmood, A., & Sultana, M. (2011). An inquıry into benefıts of reflective practice in open and distance learning. Turkish Online Journal Of Distance Education, 12(2).
  • Kabilan, M. K. (2007). English language teachers reflecting on reflections: A Malaysian experience. TESOL quarterly, 41(4), 681-705.
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  • Korucu Kış, S. & Yükselir, C. (2021). A Critical Review of Reflective Practices in Pre-Service ELT Context: The Turkey Case. Batı Anadolu Eğitim Bilimleri Dergisi, 12(2), 691-704.
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  • Mälkki, K., & Lindblom-Ylänne, S. (2012). From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions. Studies in Higher Education, 37(1), 33-50.
  • Mathew, P., Mathew, P., &Peechattu, P.J. (2017). Reflective practice: A means to teacher development. Asia Pacific of Contemporary Education and Communication Technology, 3(1), 126-131.
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  • Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and practice. London and New York: RoutledgeFalmer.
  • Murphy, J. M. (2001). Reflective teaching in ELT. Teaching English as a second or foreign language.
  • Nurkamto, J., & Sarosa, T. (2020). Engaging EFL teachers in reflective practice as a way to pursue sustained professional development. International Journal of Pedagogy and Teacher Education, 4(1), 45. https://doi.org/10.20961/ijpte.v4i1.26082
  • Orakcı, Ş. (2021). Teachers’ reflection and level of reflective thinking on the different dimensions of their teaching practice. International Journal of Modern Education Studies, 5(1), 117. https://doi.org/10.51383/ijonmes.2021.88
  • Özbek, G., & Köse, E. (2018). Reflective thinking skills of pre-service teachers and factors that enhance the reflective thinking. Kastamonu Education Journal, 27(2). https://doi.org/10.24106/kefdergi.2577
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  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Qing, X. (2009). Reflective teaching-- an effective path for efl teacher’s professional development. Canadian Social Science, 5(2). http://dx.doi.org/10.3968/j.css.1923669720090502.005
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  • Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a Foreign Language Teacher Immunity: An Integrated Reflective Practice. Iranian Journal of Language Teaching Research, 7(3).
  • Rozimela, Y., & Tiarina, Y. (2017). The impact of reflective practice on efl prospective teachers’ teaching skill improvement. The Journal of Language Teaching and Learning, 7(2), 18-38.
  • Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Richert, A. (1990). Teaching teachers to reflect. A consideration of program structure. Journal of Curriculum Studies, 22(6), 509-527.
  • Rozimela, Y. (2013). Using reflective teaching to develop students’ teaching skill. Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 41(1),69-80.
  • Sangani, H. R., & Stelma, J. (2012). Reflective practice in developing world contexts: A general review of literature and a specific consideration of an Iranian experience. Professional Development in Education, 38(1), 113-129.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. NY: Basic Books.
  • Sibahi, R. (2016). Exploring reflective practice among college EFL teachers in Saudi Arabia. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2834402
  • Stanley, C. (1998) A framework for teacher reflectivity. TESOL Quarterly 32(3), 584-587.
  • Taşdemir, H., & Gümüşok, F. (2023). Self-evaluation as a form of reflective practice in the practicum. Dil Eğitimi ve Araştırmaları Dergisi, 9(2), 515-534. https://doi.org/10.31464/jlere.1252480
  • Tosriadi, T., Asib, A., Marmanto, S., & Azizah, U. A. (2018). In-service EFL teachers’ reflection as a pathway to develop teacher professionalism. International Online Journal of Education and Teaching (IOJET), 5(4), 921-932. http://iojet.org/index.php/IOJET/article/view/467/302
  • Truong, M. T., & Murray, J. (2019). Understanding Language Teacher Motivation in Online Professional Development: A Study of Vietnamese EFL Teachers. The Electronic Journal for English as a Second Language, 23(3).
  • UNESCO. (2023, December 20). 2023 education highlights: Keeping up the momentum to transform learning.
  • UNESCO. Retrieved from https://www.unesco.org/en/articles/2023education-highlights
  • Ünlü, Z., & Külekci, E. (2020). Reflective practice tools in ESL: Two retrospective evaluations. Applied Linguistics Review, 11(1), 109-127. https://doi.org/10.1515/applirev-2017-0075
  • Van, M. M. (1977). Linking ways of knowing and ways of being practical: Curriculum and inquiry, 6, 205 – 228.
  • Walsh, S., & Steve J. M. (2015). Doing reflective practice: A data-led way forward. ELT Journal 69(4). 351–362.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. London and New York: Routledge.
  • Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243-257.
  • Yeşilbursa, A. (2011). A reflective typology emerging from the collaborative reflections of three English language teacher trainers. Education and Science, 36(162).
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press, Inc.
  • Zacharias, N.T. (2012). Qualitative research method for second language education. Newcastle upon Tyre: CambridgeScholars.
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: L. Erlbaum Associates.
  • Zeichner, K. (1996). Teachers as reflective practitioners and democratisation of school reform. New York: Teachers College Press.
  • Zwozdiak-Myers, P. N. (2018). The teacher's reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. Routledge.

EFL Teachers' Reflective Practices: A Holistic Approach To Reflective Practice Perception and Implementing Tools of EFL Teachers

Yıl 2024, Sayı: 61, 2083 - 2117, 27.09.2024
https://doi.org/10.53444/deubefd.1433781

Öz

The aim of this qualitative study is to find out the level of EFL teachers' awareness of reflective practices, the obstacles preventing reflecting on oneself and differences of perception and level of reflective practices between private sector teachers and state school teachers. In this respect, the study explored 8 EFL teachers who volunteered from private sector and 8 from state schools in … province. The interviews were held through zoom software because of Covid19. The data was collected through a semi-structured interview form. All the qualitative data gathered through interviews was transcribed and analyzed according to thematic analysis. Data analysis was conducted manually. At the end of the study, the results revealed a relatively low level of reflection with the teachers under study tending to rely more on their own rationality in teaching and evaluating. Teachers are evaluating themselves or their classes mostly by taking the students in the center and they don't have a systematic approach. On the other hand there is a slightly meaningful result showing private sector teachers are more careful about reflective practice because of other dynamics like parents and management and they do more to evaluate and improve themselves. The tools both groups us for reflective practice are variable and there are challenges related with teacher, education system and students that teachers show as an excuse for not implementing reflective practice. It is argued that teachers to develop desirable levels of pedagogic integrity, they should involve themselves more in exploring themselves, their students' learning styles and critical aspects of the teaching context.

Kaynakça

  • Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227.
  • Akbari, R., Kiany, G. R., Naeeni, M., & Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL, 11(1), 1-27.
  • Akbaş, E., & Dikilitaş, K. (2019). Developing critical reflection practices via reflective writing for pre-service language teachers. Inquiry and Research Skills for Language Teachers, 125-135. https://doi.org/10.1007/978-3-030-21137-0_7
  • Amalia, L. L., Widiati, U., Basthomi, Y., & Cahyono, B. Y. (2020). Reflective practice on lesson planning among EFL teacher educators. Indonesian Journal of Applied Linguistics, 10(1), 153-160. https://doi.org/10.17509/ijal.v10i1.25025
  • Anani Sarab, M. R., & Mardian, F. (2022). Reflective practice in second language teacher education: A scoping review. Journal of Education for Teaching, 49(5), 768-784. https://doi.org/10.1080/02607476.2022.2152316 Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
  • Alakbari, M., & Adibpour, M. (2018). Reflective EFL education in Iran: Existing situation and teachers’ perceived fundamental challenges. Eurasian Journal of Educational Research, 18(77), 1-16. https://doi.org/10.14689/ejer.2018.77.7
  • Alp, S., & Şahin. T. Ç. (2008). The importance of reflective thinking and reflective thinking in education Development, Journal of National Education, 178, 311-320.
  • Alsuhaibani, Z. (2019). Perceptions and practices of EFL pre-service teachers about reflective teaching. Arab World English Journal, 10 (4) 62-73. https://dx.doi.org/10.24093/awej/vol10no4.5
  • Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018.11129a
  • Baxter, P., & Jack, S. (2015). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1573
  • Borg, S., & Edmett, A. (2018). Developing a self-assessment tool for English language teachers. Language Teaching Research, 23(5), 655-679. https://doi.org/10.1177/1362168817752543
  • Brandenburg, R., Glasswell, K., Jones, M., & Ryan, J. (2017). Reflective theory and practice in teacher education. https://dx.doi.org/10.1007/978-981-10-3431-2
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods (2nd ed.). Pegem Akademi.
  • Campbell, C., & Evans, J. A. (2000). Investigation of preservice teachers' classroom assessment practices during student teaching. The Journal of Educational Research, 93(6), 350-355.
  • Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Edu¬cation, 11(3), 243-61.
  • Crandall, J. A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
  • Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: A popperian analysis, Reflective Practice, 7(1). 73-86.
  • Cornford, I. R. (2002). Reflective teaching: Empirical research findings and some implications for teacher education. Journal of Vocational Education and Training, 54(2), 219-235.
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  • Farrell, T. S. (2017). Research on reflective practice in TESOL. Routledge.
  • Farrell, T. S. (2019). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277-286. https://doi.org/10.1080/13670050.2019.1612840
  • Farrell, T. S. (2021). Doing reflective practice in English language teaching. https://doi.org/10.4324/9781003178729
  • Farrell, T. S. (2022). Reflective practice in language teaching. Cambridge University Press.
  • Farrell, T. S. (2022). Operationalizing reflective practice in second language teacher education (SLTE). Second Language Teacher Education. https://doi.org/10.1558/slte.21881
  • Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational researcher, 32(3), 16-25.
  • Godínez Martínez, J. (2021). Action research and collaborative reflective practice in English language teaching. Reflective Practice, 23(1), 88-102. https://doi.org/10.1080/14623943.2021.1982688
  • Godínez Martínez, J. M. (2018). How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers? Reflective Practice, 19(4), 427-446. https://doi.org/10.1080/14623943.2018.1479688
  • Gu, Q. (2017). Variations in the conditions for teachers’ professional learning and development: Teacher development, retention and renewal over a career. A Companion to Research in Teacher Education, 37-52. https://doi.org/10.1007/978-981-10-4075-7_3
  • Göker, S. D., & Ürün Göker, M. (2020). Reflective control model in teacher supervision. Studies in Educational Research and Development, 4(1), 26-41.
  • Hamlin, M. D. (2022). Developing self-directed learning skills for lifelong learning. Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy, 209-234. https://doi.org/10.4018/978-1-7998-7661-8.ch012
  • Hashim, S. N., & Yusoff, N. M. (2021). The use of reflective practice towards achieving effective English language teaching at primary schools. International Journal of Evaluation and Research in Education (IJERE), 10(1), 364. https://doi.org/10.11591/ijere.v10i1.20956
  • Hussaın, M. A., Mehmood, A., & Sultana, M. (2011). An inquıry into benefıts of reflective practice in open and distance learning. Turkish Online Journal Of Distance Education, 12(2).
  • Kabilan, M. K. (2007). English language teachers reflecting on reflections: A Malaysian experience. TESOL quarterly, 41(4), 681-705.
  • Kayapinar, U. (2018). Reflection in teacher development. Reimagining New Approaches in Teacher Professional Development. https://doi.org/10.5772/intechopen.78257
  • Kırmızı, O., & Tosuncuoglu, I. (2019). Becoming reflective practitioners: A case study of fourbeginning pre-service EFL teachers in Türkiye. English Language Teaching, 12(4), 127. https://doi.org/10.5539/elt.v12n4p127
  • Koksal, N., & Demirel, O. (2008). Contribution of reflective thinking to pre-service teachers' teaching practice. Hacettepe University Journal of Education Faculty, 34, 189-203.
  • Koc, C., & Yıldız, H. (2012). Reflectors of teaching practice: Diaries. Education and Science, 37(164), 223-236. Korthagen, F. A., & Wubbels, T. (1995). Characteristics of reflective practitioners: Towards an operationalization of the concept of reflection. Teachers and Teaching, 1(1), 51-72.
  • Kömür, Ş., & Gün, S. (2016). English language teachers’ reflective practices for understanding their teaching processes. The Journal of Language Teaching and Learning, 6(2),14 27.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Korucu Kış, S. & Yükselir, C. (2021). A Critical Review of Reflective Practices in Pre-Service ELT Context: The Turkey Case. Batı Anadolu Eğitim Bilimleri Dergisi, 12(2), 691-704.
  • La Sunra, L. S., Haryanto, H., & Nur, S. (2020). Teachers’ reflective practice and challengesin an Indonesian EFL secondary school classroom. International Journal of Language Education, 4(2), 289. https://doi.org/10.26858/ijole.v4i2.13893
  • Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321-329.
  • Mälkki, K., & Lindblom-Ylänne, S. (2012). From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions. Studies in Higher Education, 37(1), 33-50.
  • Mathew, P., Mathew, P., &Peechattu, P.J. (2017). Reflective practice: A means to teacher development. Asia Pacific of Contemporary Education and Communication Technology, 3(1), 126-131.
  • McMillian, J. H. (2004). Educational research: Fundamentals for the consumer (3rd ed.). New York: Longman.
  • Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and practice. London and New York: RoutledgeFalmer.
  • Murphy, J. M. (2001). Reflective teaching in ELT. Teaching English as a second or foreign language.
  • Nurkamto, J., & Sarosa, T. (2020). Engaging EFL teachers in reflective practice as a way to pursue sustained professional development. International Journal of Pedagogy and Teacher Education, 4(1), 45. https://doi.org/10.20961/ijpte.v4i1.26082
  • Orakcı, Ş. (2021). Teachers’ reflection and level of reflective thinking on the different dimensions of their teaching practice. International Journal of Modern Education Studies, 5(1), 117. https://doi.org/10.51383/ijonmes.2021.88
  • Özbek, G., & Köse, E. (2018). Reflective thinking skills of pre-service teachers and factors that enhance the reflective thinking. Kastamonu Education Journal, 27(2). https://doi.org/10.24106/kefdergi.2577
  • Öztürk, G. (2021). Prospective teachers as reflective practitioners. Fostering Reflective Teaching Practice in Pre-Service Education, 134-147. https://doi.org/10.4018/978-1-5225-2963-7.ch007
  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Qing, X. (2009). Reflective teaching-- an effective path for efl teacher’s professional development. Canadian Social Science, 5(2). http://dx.doi.org/10.3968/j.css.1923669720090502.005
  • Park, M., & So, K. (2014). Opportunities and challenges for teacher professional development: A case of collaborative learning community in South Korea. International Education Studies, 7(7). https://doi.org/10.5539/ies.v7n7p96
  • Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a Foreign Language Teacher Immunity: An Integrated Reflective Practice. Iranian Journal of Language Teaching Research, 7(3).
  • Rozimela, Y., & Tiarina, Y. (2017). The impact of reflective practice on efl prospective teachers’ teaching skill improvement. The Journal of Language Teaching and Learning, 7(2), 18-38.
  • Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Richert, A. (1990). Teaching teachers to reflect. A consideration of program structure. Journal of Curriculum Studies, 22(6), 509-527.
  • Rozimela, Y. (2013). Using reflective teaching to develop students’ teaching skill. Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 41(1),69-80.
  • Sangani, H. R., & Stelma, J. (2012). Reflective practice in developing world contexts: A general review of literature and a specific consideration of an Iranian experience. Professional Development in Education, 38(1), 113-129.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. NY: Basic Books.
  • Sibahi, R. (2016). Exploring reflective practice among college EFL teachers in Saudi Arabia. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2834402
  • Stanley, C. (1998) A framework for teacher reflectivity. TESOL Quarterly 32(3), 584-587.
  • Taşdemir, H., & Gümüşok, F. (2023). Self-evaluation as a form of reflective practice in the practicum. Dil Eğitimi ve Araştırmaları Dergisi, 9(2), 515-534. https://doi.org/10.31464/jlere.1252480
  • Tosriadi, T., Asib, A., Marmanto, S., & Azizah, U. A. (2018). In-service EFL teachers’ reflection as a pathway to develop teacher professionalism. International Online Journal of Education and Teaching (IOJET), 5(4), 921-932. http://iojet.org/index.php/IOJET/article/view/467/302
  • Truong, M. T., & Murray, J. (2019). Understanding Language Teacher Motivation in Online Professional Development: A Study of Vietnamese EFL Teachers. The Electronic Journal for English as a Second Language, 23(3).
  • UNESCO. (2023, December 20). 2023 education highlights: Keeping up the momentum to transform learning.
  • UNESCO. Retrieved from https://www.unesco.org/en/articles/2023education-highlights
  • Ünlü, Z., & Külekci, E. (2020). Reflective practice tools in ESL: Two retrospective evaluations. Applied Linguistics Review, 11(1), 109-127. https://doi.org/10.1515/applirev-2017-0075
  • Van, M. M. (1977). Linking ways of knowing and ways of being practical: Curriculum and inquiry, 6, 205 – 228.
  • Walsh, S., & Steve J. M. (2015). Doing reflective practice: A data-led way forward. ELT Journal 69(4). 351–362.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. London and New York: Routledge.
  • Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20, 243-257.
  • Yeşilbursa, A. (2011). A reflective typology emerging from the collaborative reflections of three English language teacher trainers. Education and Science, 36(162).
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press, Inc.
  • Zacharias, N.T. (2012). Qualitative research method for second language education. Newcastle upon Tyre: CambridgeScholars.
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: L. Erlbaum Associates.
  • Zeichner, K. (1996). Teachers as reflective practitioners and democratisation of school reform. New York: Teachers College Press.
  • Zwozdiak-Myers, P. N. (2018). The teacher's reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. Routledge.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi, Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Serdar Eroğluer 0000-0003-3014-3929

Ayfer Su Bergil 0000-0002-9277-2862

Yayımlanma Tarihi 27 Eylül 2024
Gönderilme Tarihi 8 Şubat 2024
Kabul Tarihi 24 Haziran 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 61

Kaynak Göster

APA Eroğluer, S., & Su Bergil, A. (2024). EFL Teachers’ Reflective Practices: A Holistic Approach To Reflective Practice Perception and Implementing Tools of EFL Teachers. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(61), 2083-2117. https://doi.org/10.53444/deubefd.1433781