This qualitative case study analyses the professional identity development of an in-service teacher educator (ISTE) through her conceptualisations and tensions. The participant possesses multiple degrees in different fields (BA in physics teaching, MA and PhD in Educational Administration) and became an ISTE in English Language Teaching (ELT) with…

This instrumental case study explored 10 English as a foreign language (EFL) instructors' perceptions and experiences of participating in an asynchronous online professional development (OPD) program. The study aimed to explore instructors' professional development (PD) needs, the factors influencing their participation in OPD, and the perceived…

Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ…

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month…

This research aimed to compare the English instructors' perceptions of the effectiveness of clinical supervision and reflective teaching, examine the effectiveness of peer observation, team teaching, and video coaching as three forms of reflective teaching, and provide some suggestions for the improvement of the effectiveness of the existing…

The lesson study (jugyoukenkyuu) approach to professional development, used in Japan and various regions of North America, encourages teachers to reflect on their teaching in order to improve its overall quality. The purpose of the current study is to analyze the influence of this approach on the professional development of English as a foreign…

This research study investigates pre-service teachers' perceptions regarding the efficacy of the feedback on their micro-teaching activities. During a 16-week semester, nine pre-service teachers were observed and their micro-teaching activities were video-recorded. After their micro-teaching activities, they were asked to reflect on their own…

The aim of this study is to investigate the effects of reflective thinking-based teaching activities on academic achievement, retention and attitude towards English course in secondary school English classes. The research was carried out with pre-test-post-test design with experimental-control groups. The study was carried out in a private…

This article explores the nature of reflective practice in a professional development process based on lesson study. The authors examine how a lesson study model initiates reflection as a meta-action scaffolding reflective practice among teachers of English as a foreign language (EFL) at a university in Turkey. Fieldnotes, interviews, and audio…

The goal of this study was to inquire the impact of the reflective coaching (RC) on development of pre-service EFL (English as a Foreign Language) teachers' sense of efficacy and instructional skills. The reflective coaching program utilized in this study was developed and adapted by the researcher in 2016 mainly based on the theoretical views and…

While the beliefs and practices of teachers on professional development (PD) are generally considered to promote quality in education and raise teachers' awareness regarding teaching strategies, there is still limited research available into different PD models' effectiveness in providing teachers with practical knowledge. This research aims to…

Reflectivity is regarded as an indispensable component of teacher education. Through a reflective teaching/learning model, pre-service teachers may have the opportunity to become a reflective practitioner and train their students in a more reflective fashion. With this in mind, 12 pre-service teachers were assigned to keep reflective journals for…

The aim of this qualitative study was to have a deeper understanding of Turkish pre-service EFL teachers' views on integrating short stories, poems, plays and novels in English language teaching. In this light, the researcher tried to find answers to the research question through students' reflections written after their practice teaching…

The aim of this study is to advance knowledge and understanding about graduate research on reflective practices carried out in the field of English language teacher education in Turkey. Altogether the findings from 27 graduate theses were included in the final analysis. Seven themes emerged to guide educational stakeholders and future researchers…

Massive open online courses (MOOCs) provide digital learning spaces for individualized professional development that may create opportunities in teacher education and support language teachers. Language teachers need continuous professional development to develop their digital literacies, and further research is essential to investigate new…