Reflection without action vs reflAction: Conceptualizing reflection-for-action in language teaching

Burhan Horasanlı E., Ortaçtepe Hart D.

21st INGED International ELT Conference, Kayseri, Türkiye, 3 - 05 Kasım 2023, ss.1-2

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: Kayseri
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.1-2
  • TED Üniversitesi Adresli: Evet

Özet

Reflection without action vs reflAction: 

Conceptualizing reflection-for-action in language teaching

Abstract

Reflective practice refers to the process in which teachers critically examine their knowledge, beliefs, principles, skills, and experiences in order to improve their pedagogy (Richards & Farrell, 2005). Studies have contributed to the breadth and depth of reflective practice in relation to its temporal dimensions (e.g., reflection-on-action; reflection-in-action; and reflection-for-action). Although a myriad of research investigated teachers’ reflection-on and in-action (e.g., Farrell, 2015; Yoshihara, Kurata & Yamauchi, 2020), to the best of our knowledge, the role and scope of teachers’ future-oriented reflection, reflection-for-action (RFA), in language teacher education has been neither conceptualized nor substantially explored in the literature. 

This longitudinal case study draws from the reflective practices of five in-service English as a Foreign Language (EFL) teachers in Turkey in order to examine 1) the extent to which experienced EFL teachers put their future-oriented reflections into practice; and, 2) the factors that facilitate or hinder their RFA. Data were collected over a two-year period via multiple data collection tools (i.e., reflective journals, critical event narratives, semi-structured interviews, and researchers’ journals) in order to longitudinally follow the participants’ reflection processes. 

The results indicated that RFA is an individual and a collective practice through which teachers identify their strengths and weaknesses, and take pedagogical or administrative actions to improve their practice both at classroom and institutional levels. Findings suggest that reflection should extend beyond an evaluation of one’s practice to taking action, that it needs to be framed as reflAction, a collective and forward-leaning practice of reflection and action. 

References


Farrell, T.S.C. (2015). Promoting reflection in second language education: A framework for 

TESOL professionals. Routledge.

Richards, J. C. & Farrell, T. S. (2005). Professional development for language teachers: 

Strategies for teacher learning. Cambridge University Press.

Yoshihara, R., Kurata, A., & Yamauchi, A. (2020). Reflective journals to explore struggles and 

difficulties of novice Japanese EFL university instructors. Reflective Practice, 21(1), 81–93.