Exploring the Principles of Reflective Practice in ELT - Research and Perspectives from Turkey - Bahar Gün
Mediating Reflective Practice Through Lesson Study: The Case of an EFL Teacher
Exploring the Principles of Reflective Practice in ELT - Research and Perspectives from Turkey - Bahar Gün
Ozgehan Ustuk [+]
Balikesir University, Turkey
Ozgehan Ustuk (Ph.D.) is an EFL teacher, teacher educator, and research assistant at Balikesir University, Turkey. He is the chair-elect of the TESOL International Association’s Research Professional Council. His research interests include reflexivity and reflective practice in TESOL, language teacher education and professional development through practitioner inquiry, identity work, and tensions.
İrem Çomoğlu [+]
Dokuz Eylül University, Turkey
İrem Çomoğlu works as an Associate Professor at Dokuz Eylül University, Faculty of Education, English Language Teaching Department, Izmir, Turkey. She has published widely in national and international journals and books. In her research she focuses on teacher learning and development in TESOL and teacher research mainly from a qualitative research paradigm.
Description
Uştuk and Çomoğlu, in chapter five, share their study conducted on a different reflective professional development model: Lesson Study (LS). The authors describe how reflective practice helps one EFL teacher engaged in LS, by developing and improving her teaching practice. As well as providing insights on RP in LS, the chapter highlights the importance of teacher discourse in understanding teacher reflection in language teaching. Highly plausible implications are made for the use of LS in in-service teacher education context, to enable the teachers to reach higher levels of reflection.