Foreign language

Reflection-in-Action

According to Schön (1983), reflection-in-action is conducted upon teachers‟ teaching experiences or at the time of the action, problem or situation that teachers come across during teaching. However, it is also described as teachers‟ reflection on the present situations and conditions (Wilson, 2008). In this study, Wilson‟s (2008) an extended definition of reflection-in-action was utilized as the basis of data analysis because the majority of the participants did not teach during their Master‟s Program, except one of them who was attending the program as a part time student. Throughout this section, the two major themes, teachers‟ beliefs and teaching

practices, are presented. Table 5 shows the themes and their codes that fall under this reflection type along with how many times they occurred in the data.

Table 5


Themes and Codes for Reflection-in-Action and Their Frequencies

Themes	Codes	Participants P # 1 P # 2 P # 3 P # 4 P # 5 P # 6 P # 7 P # 8 P # 9
Teachers‟ beliefs	Defining teachers‟ roles	4	4	6	3	6	6	7	5	7
	Strengths	2	4	3	2	4	-	4	-	-
	Weaknesses	-	-	3	-	-	3	-	2	-
Teaching Practices	Methods	6	10	8	5	11	8	11	7	6
	Classroom management techniques	-	5	-	3	4	-	-	-	3

Note: The frequencies reflect how many times participants wrote comments about each code.
Teachers’ beliefs.Both in reflection papers and the discussion sessions, participants articulated their beliefs on their teaching practices. Regarding their beliefs, three codes were categorized as defining teachers‟ roles, their strengths as a teacher, and their weaknesses as a teacher.
Defining teachers’ roles.All of the participants mentioned teachers‟ roles in the classroom. These were teachers as facilitators, motivators, raising critical thinkers as well as being cultural mediators. The roles of teachers were examined by regarding participants‟ statements from reflection papers, discussions and interview sessions.
As the first role, participants stated that teachers should work as facilitators in classrooms. P # 3 stated her role as a facilitator with these sentences:

"TelI me and I forget, teach me and I may remember, involve me and I learn." Therefore, my aim is not to be a teacher but to be a facilitator. When my students want to be actively involved in learning process, I realize that they can find the key for success.

By analyzing P # 3‟s statements, it can be concluded that she believed in the importance of involving her students in learning processes by acting as a facilitator in the classroom. That way, she could also help her students‟ develop learner autonomy. Thus as facilitators, participants can be regarded as guides during their teaching processes.
According to their reflection papers and the discussion comments, with the exception of P # 1, all of the participants regarded teachers as motivators. He also tried to motivate his students by sharing some stories from his language learning experience, however, he did not regard himself as a motivator in the classroom as he believed in the importance of intrinsic motivation. He clarified his ideas by stating that:
I do not think that I should act as a motivator in the classroom. I do share songs, movies, websites and some other tools to encourage my students and support their learning. However, I believe that their effects play a role to sum extent. I believe that if a student is intrinsically motivated he or she can learn somehow. If not, teachers roles as motivator means nothing, I believe, so I don‟t think that motivating or being a motivator is our job.
To the contrary of P # 1, other participants,P # 3, # 4, # 7, # 8 and # 9,attributed themselves the role, motivator. They stated in their reflection papers that in order to motivate their students, they gave information about student exchange programs such as Erasmus or Work and Travel. Participants believed that

counseling students about international exchange programs increased the motivation level of their students.

Participant # 3, # 8 and # 9 stated that one of the most important roles of teachers was to develop critical thinkers. For instance, P # 9 reported that:
I generally bring some problems into the classroom and want students to solve these problems by brainstorming. For example, I present a case about environmental problems and I want my students work in groups to find a solution to these problems. In this way, I aim to improve my students‟ problem solving strategies and I actually find this technique effective to foster students‟ critical thinking processes. My students like these tasks and
act in a collaborative way to present the best idea, solution in the classroom. However, I do not talk about political issues because I believe that they are risky and the students may have different ideas. I don‟t want them to hurt each other by talking about these political issues.
Analyzing these comments it can be concluded that P # 9 abstained from mentioning political issues in Turkey. Whereas, P # 3 and P # 8 believed that their students were mature enough to talk about political issues and to share their ideas by evaluating these political conditions. P#3 reported on her role as below:
I like talking about political rights, justice and injustice issues. And, as they are experiencing kind of imposition by government, they like talking about it. If I feel something bad, I can stop it as a teacher because I am standing there as a teacher and I have a role over there. So, I believe that they have right to talk about political issues; they have right to criticize everything that is happening around us. And, as I said before I want them to be a critical
thinker; that‟s why political issues can be a good way, talking about political

issues can be a good way to make them criticize what is happening in Turkey or in the world in general.

The last role that participants attributed to teachers was being a cultural mediator.
All of the participants came to a similar conclusion about this role of teachers, as they believed that an English language teacher‟s role was to raise cultural awarenessof students by sharing and discussing cultural aspects of their own culture and the target culture. As P # 2 stated:
Actually, what I understand from cultural awareness is not just about the cultures of the other countries. We have many students from different parts of Turkey, and although they live in the same country, they all have different backgrounds and traditions. Even talking about the different customs of the same country raises cultural awareness and cultural respect. Also, comparing the cultures of our country and foreign countries always create interesting discussion atmospheres. Therefore, even when you have not experienced another culture, it is still possible to learn and integrate what you know into your classroom.
To conclude, it can be inferred from participants‟ reflection papers and their reflective comments that participants engaged in reflection-in-action by defining
teachers‟ general roles as facilitators, motivators, raising critical thinkers and being cultural mediators.