https://orcid.org/0000-0001-5472-1178
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ABSTRACT
This study explores English Language Teaching (ELT) teachers' experiences of reflective practice in Türkiye. It looks at the role agency plays in reflection in relation to teacher growth. Thirteen ELT teachers were interviewed through narrative interviews and critical incidents. All teachers were engaged in reflection-in-action and reflection-on-action; however, they differed in the criticality of their reflection and what they reflected on. Their ability to engage in critical reflection, and therefore their growth, was shaped by their agency. Those with a future-oriented agency could focus on their aspirations, detach themselves from present constraints and engage in critical reflection. However, those with present-oriented agency tended to view external factors as disablers and struggled to reflect critically. As critical reflection can lead to teacher development, developing agency to support reflective opportunities throughout pre-service and in-service years seems essential.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. Weekend courses were to help students prepare for the upcoming national exams. In most cases, teachers were obliged to offer them.
Additional information
Notes on contributors
Zeynep Bütün Ikwuegbu
Zeynep Bütün Ikwuegbu is an assistant professor at Kahramanmaraş Sütçü İmam University in Türkiye. She has an interest in teacher agency and professional learning, specifically how teachers learn through reflective practice and collaborative working.
Richard Harris
Richard Harris is a Professor of Education, at the University of Reading. They have an interest in matters relating to teachers’ development, particularly how teachers engage with educational change. Much of their research is specifically related to the history education, and how teachers consider issues relating to the curriculum and diversity.