Emergency remote teaching has accelerated the search for alternative professional development practices that could meet the immediate needs of the teachers and be effectively implemented in times of the COVID-19 pandemic. This research aims to present the Remote Collaborative Reflection (RCR) Model a group of teacher educators (TEs) developed in a…

Teacher agency is a concept that defines a teacher's commitments and capabilities of making decisions and taking actions which result in a change in the community of teaching (Husu & Toom, 2010; Pietarinen, Pyhälto & Soini, 2016). Since practicum teaching is the first place where teacher trainees enhance both theoretical and practical…

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…

This qualitative case study aims to explore English as a Foreign Language (EFL) teachers' reflections of a teacher-led professional development (CPD) model conducted at the department of foreign languages of a foundation university in Turkey. It also aims to find out what implications this model might have for the professional development of…

Even though various professional development practices are provided for language teachers worldwide, these practices are still considered ineffective in addressing teachers' needs in their classrooms. The effectiveness of these practices is stalled when teachers do not actively engage in their professional development processes. When language…