The Role of Digital Storytelling as a Reflection Tool in English Language Teachers’ Professional Development

The present study aimed to explore English teachers’ perceptions about the use of digital storytelling (DST) as a tool of reflection in contributing mainly to their professional development growth. As part of their professional development, the improvement of teachers’ TPCK was also a major concern of this research . Through a qualitative research design, the study attempted to address the research aim and answer the research questions. The research was also a case study that was carried out with the participation of five English teachers, all of whom were PhD candidates in the ELT program in the Faculty of Education, Eastern Mediterranean University (EMU). The data collection tools included semi-structured interview questions, which were divided into three sets (Pre-While-Post), and were given to participants on intervals. The second data collection instrument was the reflection reports, in which the participants were asked to elaborate on the teaching event that they described as a critical incident in their digital story, the strengths of the DST tool, its weaknesses, as well as their suggestions for better implementation and further ways to invest the DST tool in other educational settings . The data collected from both tools, i.e., the interviews and the reflection reports, were thematically analysed, in line with the research questions of the study. The thematic analysis included two major areas: firstly, teachers’ critical incidents and their justification for their choice of story, and secondly, teachers’ perceptions in the implementation of DST as a reflection tool contributing to their professional development and TPCK. It was observed that almost all of the selected critical incidents belonged to the first year of the professional life of the participants, and that one participant narrated in her digital story the chaos created by the changing curriculum and the new teaching method in her teaching context as the ‘critical incident’. Findings of the study revealed some positive attitudes towards the DST implementation as a tool for reflection. All participants (except one) praised the use of DST and confirmed some notable improvement in their critical reflection and in their TPCK. Some shortcomings of the DST tool were also reported, and accordingly, suggestions were made by the participants and the researcher as well to improve the use of DST as a reflection tool in teacher education.