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Turkish EFL Teachers' Professional Learning: Reflections on Critical Incidents

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Title: Turkish EFL Teachers' Professional Learning: Reflections on Critical Incidents
Language: English
Authors: Gamze Almacioglu (ORCID 0000-0001-7739-1933), Fadime Yalcin Arslan (ORCID 0000-0003-0644-5636)
Source: Teaching Education. 2024 35(4):473-494.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Critical Incidents Method, Faculty Development, Reflection, Inservice Teacher Education, Teaching Methods, Learning Processes, Teacher Attitudes, Metacognition, Learning Experience
Geographic Terms: Turkey
DOI: 10.1080/10476210.2024.2358768
ISSN: 1047-6210
1470-1286
Abstract: Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated a group of Turkish EFL teachers' reflections on their pedagogical practices through the use of critical incidents. It also outlined how this reflection process contributed to the professional competence of the participants. Over the course of six weeks, all participants were asked to write reflections based on questions within a critical incident framework. Individual interviews followed this process. The findings showed that the participants mostly identified the 'self-assessment' category. Examination of frequency and category data showed that writing reflections on critical incidents increased in-service teachers' awareness of development and research orientation. Participants were more engaged in professional development and became more aware of their ability to learn from personal experiences. Additionally, the teachers stated that they used the knowledge of these experiences to change their classroom practices.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1450393
Database: ERIC
FullText Text:
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  Data: Turkish EFL Teachers' Professional Learning: Reflections on Critical Incidents
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  Data: <searchLink fieldCode="AR" term="%22Gamze+Almacioglu%22">Gamze Almacioglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7739-1933">0000-0001-7739-1933</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fadime+Yalcin+Arslan%22">Fadime Yalcin Arslan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0644-5636">0000-0003-0644-5636</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teaching+Education%22"><i>Teaching Education</i></searchLink>. 2024 35(4):473-494.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 22
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Incidents+Method%22">Critical Incidents Method</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
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  Data: 10.1080/10476210.2024.2358768
– Name: ISSN
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  Data: 1047-6210<br />1470-1286
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated a group of Turkish EFL teachers' reflections on their pedagogical practices through the use of critical incidents. It also outlined how this reflection process contributed to the professional competence of the participants. Over the course of six weeks, all participants were asked to write reflections based on questions within a critical incident framework. Individual interviews followed this process. The findings showed that the participants mostly identified the 'self-assessment' category. Examination of frequency and category data showed that writing reflections on critical incidents increased in-service teachers' awareness of development and research orientation. Participants were more engaged in professional development and became more aware of their ability to learn from personal experiences. Additionally, the teachers stated that they used the knowledge of these experiences to change their classroom practices.
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  Data: 2024
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  Data: EJ1450393
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      – Type: doi
        Value: 10.1080/10476210.2024.2358768
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 473
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Critical Incidents Method
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Metacognition
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      – SubjectFull: Learning Experience
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      – SubjectFull: Turkey
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    Titles:
      – TitleFull: Turkish EFL Teachers' Professional Learning: Reflections on Critical Incidents
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          Name:
            NameFull: Gamze Almacioglu
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            NameFull: Fadime Yalcin Arslan
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