Description
Book SynopsisThis book aims to shed light on the ways in which Reflective Practice (RP) is exploited in the Turkish context, by introducing the research and practical applications in different language education settings. It is important to note that in Turkey there is a great amount of knowledge and research in ELT in general, and RP in particular. Extensive publications and national and international conference presentations on reflection related topics are increasingly common in Turkey. The book includes examples of this scholarly work, so that ELT professionals in different parts of the globe may benefit from the advances made in context-dependent RP applications in Turkey. This book, overall, is a call to action for all ELT professionals, whether experienced, novice or student teachers, leaders, managers or teacher educators, who wish to invest in their own professional development by engaging in Reflective Practice. It is hoped that the book contributes to the diversity of understanding and interpretations of this practice, by sharing a variety of perspectives from scholars in Turkey.
Table of ContentsIntroduction Bahar Gün and Evrim Üstünlüoğlu 1. Reflection and Collaboration in EFL Teacher Professional Development in Turkey: A Systematic Review Serhat Başar (İzmir Institute of Technology, Turkey), Esat Kuzu (Dokuz Eylül University, Turkey) and İrem Çomoğlu (Dokuz Eylül University, Turkey) 2. Pre-service EFL Teachers’ Reflective Thinking Levels and Cognitive Presence in Online Learning Settings: A Correlational Study Ceyhun Yükselir (Osmaniye Korkut Ata University, Turkey) and Saadet Korucu Kış (Necmettin Erbakan University, Turkey) 3. Engaging in Systematic Digital Reflection: A Case of Pre-Service English Teachers Ali Öztüfekçi (Bahçeşehir University, Turkey) and Kenan Dikilitaş (University of Stavanger, Norway) 4. Reflective Practice Groups in ELT: An Emergent Model for Professional Development Burak Aydın (Izmir Katip Celebi University, Turkey) and Irem Çomoğlu 5. Mediating Reflective Practice Through Lesson Study: The Case of an EFL Teacher Özgehan Uştuk (Balikesir University, Turkey) and İrem Çomoğlu 6. Payoffs and Pitfalls of Reflective Practice as Perceived by Novice EFL Teachers İlknur Bayram and Özlem Canaran (both at TED University, Turkey) 7. A Blended Reflection Cycle for Trainers: A Case Study Mehmet Haldun Kaya (Izmir University of Economics, Turkey) 8. Concluding Remarks Bahar Gün and Evrim Üstünlüoğlu
