In-Service EFL teachers' engagement in reflexive practice via video enhanced observation

Aslan A., Erten I. H., Dikilitas K.

REFLECTIVE PRACTICE, vol.23, no.3, pp.422-436, 2022 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 23 Issue: 3
  • Publication Date: 2022
  • Doi Number: 10.1080/14623943.2022.2042240
  • Journal Name: REFLECTIVE PRACTICE
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Psycinfo
  • Page Numbers: pp.422-436
  • Keywords: Reflexive practice, professional development, video-enhanced observation, triangulation, collaborative engagement, SELF-EFFICACY BELIEFS, COLLABORATIVE INQUIRY, REFLECTIVE PRACTICE, MOTIVATION, ENGLISH, TOOL
  • Yozgat Bozok University Affiliated: No

Abstract

Building upon the interrelationship between learning and changing, this study investigates how cyclical engagement in reflexive practice influences the teachers' professional development. We implemented our video-enhanced 'Reflexive Practice Triplication Model' which we developed in our specific context. We conducted the research with 8 secondary school teachers of English at a private K12 school in Ankara, Turkey. Drawing on multiple sources of data, we used a triangulation technique to reveal the qualitative and quantitative impact of reflexive practice. The findings showed that collaborative engagement in reflexive practice contributed substantially to EFL teachers' professional development traceable in the changes in beliefs on reflexivity, attitudes towards collaboration, contextual and pedagogical knowledge. The study provides implications as to how reflexive practice can be used in local contexts where specific needs are to be considered.