Akademik Veri Yönetim Sistemi
System, cilt.138, 2026 (SSCI, Scopus)
This study aims to document teacher professional development by integrating online post-observation feedback sessions (oPOFs) into online classroom interactional practices of an English as a foreign language (EFL) teacher within a cyclical teacher professional development (TPD) process. The study focuses on two main components: (i) online teaching sessions (OTS) of a teacher and (ii) online post-observation feedback sessions (oPOFs) conducted with peer teachers. Procedural unfolding of the cycle designed within a collaborative action research framework involved the focal teacher who was teaching English to tertiary level learners in a series of online teaching sessions. These sessions were interspersed with three oPOFs where two peer teachers provided feedback based on a conversation analytic examination of the recorded OTS. The screen-recorded data from each step of this TPD cycle was analyzed using the tools of multimodal conversation analysis. The findings demonstrated how the focal teacher enacted peer feedback in subsequent teachings: although he initially overlooked students’ chat-based contributions, he later asked elaboration questions and built new discussions upon those chat-based contributions, thereby leveraging the affordances of this cyclical TPD process. The study contributes to the growing body of research on longitudinal tracking of teaching and teacher development practices by documenting teacher learning in situ.