The Reflexive Practice Triplication Model for English Language Teachers via Video Enhanced Observation

Abstract

This study represents an exploratory research in which the teacher/researcher aims to suggest a Reflexive Practice Triplication Model. This exploratory practice investigates the needs, strengths and weaknesses of EFL teachers, the puzzles teachers have in a language classroom, what to reflect upon in teaching, and how reflexive practice triplication affects teachers’ professional development. The study also reveals the value of collaboration with colleagues through evaluation of their peers’ teaching practices using critical peer-review checklist and providing feedback to others in focus group discussions for their practices. The study was conducted in 2018-2019 academic year at a private K-12 institution in Ankara. Participants were 8 secondary school teachers of English who were chosen on a voluntary basis. Triangulation technique was used to find out the effectiveness of the model. In this respect, critical reflective and reflexive report, critical peer-review and the researcher’s observation diary were analysed with constant comparative method. Besides, the teacher/researcher studied how the participant teachers were engaged in the process and both qualitative and quantitative influence of the reflexive practice on the participant teachers were studied. The findings of the study suggested that the reflexive practice triplication model enabled teachers to identify their needs, strengths and weakness in teaching, to collaborate with their colleagues and to develop professionally. This study may be conducive to EFL teachers’ professional development through the implications it offers.