The reflections of Turkish EFL teachers using action research as a professional development activity

Professional development seeks to increase teachers' competence, build the capacity to acquire new skills, and use what they have learned to enable learners to succeed. It is quite difficult for teachers to be able to develop without taking responsibility for their own learning process. In addition, achieving their defined objectives will be challenging unless they can effectively manage their own teaching practice. The purpose of this study is to find out Turkish EFL teachers' reflection of their teaching practice through action research as a professional development activity. The present study utilises a qualitative case study approach, using action research in two different cycles, as they may raise teachers' awareness of their teaching practice. The data were collected through semi-structured interviews, diaries, field notes, and reflection forms. The participants were six EFL teachers who taught in the school of foreign languages at Hasan Kalyoncu University in Gaziantep during the 2020–2021 academic year. The data were analysed using inductive content analysis techniques. The findings of the first and second cycles indicate that teachers have developed their teaching skills and professionalism, teaching and learning contexts, instructional practice, planning and resources, and monitoring and assessment. Moreover, the results indicate that most teachers thought this action research helped them with their professional development pursuits. Keywords: Action research, teacher reflection, professional development