A Reflective Typology Emerging from the Collaborative Reflections of Three English Language Teacher Trainers

YEŞİLBURSA A. A. J. A.

EGITIM VE BILIM-EDUCATION AND SCIENCE, cilt.36, sa.162, ss.103-111, 2011 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 36 Sayı: 162
  • Basım Tarihi: 2011
  • Dergi Adı: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.103-111
  • Anahtar Kelimeler: Reflective teacher development, reflective typology, EDUCATION
  • Bursa Uludağ Üniversitesi Adresli: Hayır

Özet

This article presents the reflective typology emerging from post-observation conferences conducted as part of an action research study to investigate how a triad of Turkish university English Language teacher educators reflected with the aim of professional development. First, the literature on reflective practice and reflective frameworks are discussed. This is followed by a description of the data collection and analysis methods used in the research and the emerging typology. The typology was found to overlap with the reflective frameworks developed by other researchers. The occurrence of the different categories of reflection together in the data reinforces the claim that dimensions of reflective thinking are not hierarchical, but can occur simultaneously. The typology can be used with quantitative data analysis techniques to investigate teachers' reflective profiles.