Collaborative Reflective Learning through Guided Peer-videoing: A Case Study of In-service EFL Teachers

Document Type : Original Article

Authors

1 Razi University

2 Assistant Professor, Department of Language and Literature, Farhangian University, Tehran, Iran

Abstract

The study investigated how five in-service EFL teachers in a private English Institute in Sanandaj, Kurdistan Province, in an Iranian EFL context, during four quarters of an academic year, engaged in a continuing professional development program launched by its supervisor using reflective video-mediated practices and journal writing. The participant teachers who were chosen based on their educational background and their experiences, engaged in a series of thematic discussions guided by their supervisor for about 20 sessions over four consecutive semesters. The data for the study was collected through observation of their video-mediated teaching practices, audio-recorded focal group discussions, audio-recorded interviews, and their reflective journals on a Telegram group. The findings, obtained from a constant comparative analysis of the data, indicated that the participants scaffolded their reflective practices, reconceptualized their views of teaching concepts and practices and reshaped their professional identity continuously and on a sustainable basis. As a longitudinal case study, the findings of the study can help private EFL school administrators reconsider their continuing professional development strategies and consequently, it has useful implications for training in-service EFL teachers at private EFL institutes.

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Technology Assisted Language Education
Volume 2, Issue 2
September 2024
Pages 29-52

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