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

Burhan-Horasanlı, Elif; Ortaçtepe, Deniz

doi:10.1016/j.tate.2016.07.002

Cited by 72 publications

(33 citation statements)

References 32 publications

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“…In addition to identifying good aspects of the course, the students, described how the course contributed to their professional growth. This finding is in line with other studies (Burhan-Horasanlı & Ortaçtepe, 2016;Farrell, 2013) that emphasized the importance of practical projects in developing students' identities as teachers and preparing them to practice in real-life teaching situations.…”

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confidence: 92%

Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

Farrah¹

2019

Preprint

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This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations. 254 al. (2008) contend that technological tools will change all the methods of educational forms in the 21 st century. McFarlane (2001) observes that information and communication technologies (ICTs) have the potential to favorably influence a variety of effective learners' traits such as solving problems, thinking critically, and managing information.In a qualitative case study, Burhan-Horasanlı and Ortaçtepe (2016) examined in-service EFL teachers' reflective practices in a graduate course. Based on their analysis of individual interviews and reflective discussions, they concluded that EFL teachers can gain advantages from reflective practices when they assess their teaching practices.Bobrakov (2014) conducted a study to examine teachers' perceptions of incorporating practice and theories in action research. According to him, action research aids learners to use theories for reflection on practical activities. In his study, the participants remarked the significance of research skills for evaluation and reflection of practical activities.Accordingly, the present study aims to reveal students' experiences in a Language Learning and Teaching course that were perceived in their reflective journals. In order to achieve the objectives of the study, the following questions were posed to explore the learners' experiences: Research Questions: 1. Which aspects of the MA Technology in Language Learning and Teaching course were perceived as the most useful for them? 2. How do MA students perceive their professional growth as a result of the Technology in Language Learning and Teaching course? 3. What suggestions do MA students have for improving the Technology in Language Learning and Teaching course? 4. What adjectives do the MA students use to express their feelings about developing a digital book and other applications in the Technology in Language Learning and Teaching course? Methodology: This present study aimed to identify and present the reflections of graduate students in a Technology in Language Learning and Teaching Course. The...

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confidence: 92%

Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

Farrah¹

2019

Preprint

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“…Furthermore, the use of internet communication technologies is becoming progressively more predominant to encourage instructors' reflective practice using blogs and electronic dialogue journals via e-mails (Burhan-Horasanlı & Ortaçtepe, 2016;Phelps et al, 2004). Further, as the online platform became the primary tool in teaching, learning management systems (e.g., Blackboard, Desire2Learn, and Moodle), online discussion forums and blogs could be utilized to share, assess and restructure experience within online communities of practice (Pedro et al, 2012).…”

Section: Empirical Studies Related To Gender and Reflective Practicesmentioning

confidence: 99%

Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

Almusharraf

Almusharraf²

2021

J Ethn Cult Stud

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Reflection and reflective practices are integral to teacher education; therefore, this study contributes to the growing literature on reflective practice by uncovering gender differences. The study explored the influence of gender differences and teaching experience on postsecondary instructors' conscious reflective teaching practice, using a survey of 226 male and 207 female EFL instructors working in the Kingdom of Saudi Arabia (KSA). The results indicated that females scored higher than males on the total English Language Teaching Reflection Inventory (ELTRI) scores, except on the critical factor of the ELTRI, where males outperformed. The results also revealed that experienced instructor participants had a significantly higher score on the total ELTRI than novice instructor participants. The study proposes a tangible, flexible resource for reflective practices of applied, cognitive, affective, metacognitive, and critical reflection, and offers assistance to counter gender differences. The study recommends designing guides with effective and valid instruments for fostering reflective teaching practices. Policymakers in higher institutions should prepare systematic programs and provide remedial resources and events for instructors to target the most challenging areas for both genders. Future research should also consider other factors, such as the academic degree, cultural background, and linguistic differences that might affect the instructors' knowledge and reflective practice.

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“…Web-based training cannot only ensure the connection between teachers and subject experts, but also promote teachers to apply the knowledge they learned into their classroom teaching (Trust, Krutka, & Carpenter, 2016). Teacher training institutions use social software, such as blogs and WeChat, and specially developed online learning platforms to support teacher training activities, which include watching video online, participating in online discourse and writing reflection diaries (Burhan-Horasanlı & Ortaçtepe, 2016;Koc, Peker, & Osmanoglu, 2009). In the OPLC, teachers' reflection often exists in three different contexts: self-reflection based on video cases (Christ, Arya, & Chiu, 2017), collaborative reflection based on online discourse (Yuan & Mak, 2018) and reflection based on writing teaching diaries (Killeavy & Moloney, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

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

Cited by 72 publications

References 32 publications

Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

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