Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation

Burhan Horasanlı E., Hart D. O.

Teaching and Teacher Education, cilt.152, 2024 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 152
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1016/j.tate.2024.104802
  • Dergi Adı: Teaching and Teacher Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Anahtar Kelimeler: Language teacher education, Reflection-for-action, Reflective practice
  • TED Üniversitesi Adresli: Evet

Özet

This longitudinal case study offers an empirically grounded conceptualization of teachers' reflection-for-action (RFA), that is, proactive or anticipatory reflection which occurs before action. Data were collected from five in-service EFL teachers in Türkiye via teachers' online discussions, critical event narratives, interviews, and researchers’ journals. Findings indicated that RFA is an individual, collaborative and a collective practice, influenced by teacher beliefs and autonomy. RFA appears to be facilitated through a triadic cycle of stimulus, evaluation, and action, allowing teachers to identify their strengths and weaknesses and develop strategies to challenge prescribed institutional practices with more creative, innovative, and out-of-the-box teaching methods.