İngilizce'yi yabancı dil olarak öğreten öğretmenlerin eylem üzerine düşünme deneyimi: İşyerinde mesleki öğrenme üzerine bir durum çalışması

The purpose of this study was to conduct a case study of teachers' experiences teaching English as a foreign language with reflection-on-action experiences on workplace learning. The study aims to explore how teachers who teach English as a foreign language reflect on their teaching practices and how this contributes to their workplace professional learning. The study involved four participants and was designed as a case study. The participants were from two majors: English Language Teaching and English Language and Literature. All four participants were selected from teachers who teach English as a foreign language at the primary and secondary levels and work an average of twenty to twenty-five hours per week in a private school in a province located in the western part of Türkiye. Participants were between five and nineteen years in the profession. Data for this case study were collected through focus group interviews, workshops, and reflective journals. Focus group interviews were conducted before, during, and after the workshops. After the workshops were completed, participants were asked to keep regular reflective journals for fifteen weeks to allow them to reflect on their teaching experiences and processes. The study aimed to investigate how EFL teachers' reflection-on-action practices contribute to their workplace learning. It also examined the primary reflection-on-practices that EFL teachers prefer during their workplace learning experiences, with a focus on the reasons behind utilizing those preferred practices based on the following research questions: What are EFL teachers' perceptions regarding the role of reflection-on-action practices in their professional development at work? What are the perceived benefits of reflection-on-practices do EFL teachers prefer during their workplace learning experiences? What are the reasons and supporting mechanisms behind teachers' workplace learning reflections? The results of the study revealed that reflection-on-action practices were frequently related to EFL teachers' perspectives on in-class instructional strategies and procedures. The exchange of experiences with peers, fostering professional growth and self-assurance, unequivocally underscores the indispensability of lifelong professional learning for the revitalization of the teaching profession in effectively implementing educational alterations in foreign language teaching.