Akademik Veri Yönetim Sistemi
5th International Social and Education Sciences Studies Congress , Balıkesir, Türkiye, 11 - 14 Temmuz 2019, ss.1-8
Teaching is a multidimensional task which requires teachers not only to share
their knowledge with their students but also to evaluate the way they interact with
their students and whether these interactions bring about positive learning
outcomes. In this context, the role of teacher reflection becomes more significant.
When previous studies on teacher reflective practice are considered, they mainly
include different forms such as the use of diaries, observation, and student
feedback. What is missing is real data coming from the actual classroom practices
of teachers. In this respect, this study investigates the use of lesson transcripts
including real classroom conversations recorded in the Turkish EFL context. To
this end, 15 EFL teachers recorded the conversations in their own classrooms and
focused on different aspects of teacher talk such as corrective feedback, teacher and
student questions, and the use of L1. In the end, they wrote short reflective essays
on the contribution of such an activity to their professional development. The
findings of this study revealed that the participant teachers generally believed that
such reflective practice have risen their awareness on their own use of teacher talk
and teaching practice in general.