"This book aims to shed light on the ways in which Reflective Practice is exploited in the Turkish context, by introducing the research and practical applications in different language education settings"--
This 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.
Introduction
Bahar Gün and Evrim Üstünlüolu
1. Reflection and Collaboration in EFL Teacher Professional Development in
Turkey: A Systematic Review
Serhat Baar (zmir Institute of Technology, Turkey), Esat Kuzu (Dokuz Eylül
University, Turkey) and rem Çomolu (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
K (Necmettin Erbakan University, Turkey)
3. Engaging in Systematic Digital Reflection: A Case of Pre-Service English
Teachers
Ali Öztüfekçi (Bahçeehir University, Turkey) and Kenan Dikilita (University
of Stavanger, Norway)
4. Reflective Practice Groups in ELT: An Emergent Model for Professional
Development
Burak Aydn (Izmir Katip Celebi University, Turkey) and Irem Çomolu
5. Mediating Reflective Practice Through Lesson Study: The Case of an EFL
Teacher
Özgehan Utuk (Balikesir University, Turkey) and rem Çomolu
6. Payoffs and Pitfalls of Reflective Practice as Perceived by Novice EFL
Teachers
lknur 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 Üstünlüolu
Dr. Bahar Gun holds BA, MA and PhD degrees in ELT. She has been working at Izmir University of Economics since 2003. She worked as the Head of the Teacher Development Unit in the School of Foreign Languages (SFL) at IUE between 2006- 2021. She is currently a member of TDU that is in charge of in-service teacher training and development programs in the SFL. Evrim Ustunluoglu received her BA and MA degree in Teaching English as a Foreign Language; her Ph.D in Educational Sciences with a special focus on program development. She is currently working as a lecturer at ?zmir University of Economics. Dr. Bahar Gun holds BA, MA and PhD degrees in ELT. She has been working at Izmir University of Economics since 2003. She worked as the Head of the Teacher Development Unit in the School of Foreign Languages (SFL) at IUE between 2006- 2021. She is currently a member of TDU that is in charge of in-service teacher training and development programs in the SFL. Evrim Ustunluoglu received her BA and MA degree in Teaching English as a Foreign Language; her Ph.D in Educational Sciences with a special focus on program development. She is currently working as a lecturer at ?zmir University of Economics.
