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Reflective Practice
International and Multidisciplinary Perspectives
Volume 23, 2022 - Issue 3
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Research Article

In-Service EFL teachers’ engagement in reflexive practice via video enhanced observation

Ayça Aslana English Language Teaching, Hacettepe University, Ankara, TurkeyORCID Iconhttps://orcid.org/0000-0003-0897-1066View further author information
ORCID Icon,
İsmail Hakkı Ertena English Language Teaching, Hacettepe University, Ankara, TurkeyORCID Iconhttps://orcid.org/0000-0002-8527-5681View further author information
ORCID Icon &
Kenan Dikilitaşb Higher Education Pedagogy Department, Stavanger University, Stavanger, NorwayCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9387-8696View further author information
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Pages 422-436 | Received 26 Dec 2021, Accepted 10 Feb 2022, Published online: 22 Feb 2022

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Read on this site (2)

Phuong Vu Nguyen. (2023) Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration. Reflective Practice 24:4, pages 524-542.
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Jennifer Sharples Reichenberg. (2022) Video reflection with a literacy coach: the mediation of teacher agency. Reflective Practice 23:5, pages 607-621.
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Articles from other publishers (2)

Mercedes Pérez Berbain, Lidia Payaslian, Anabella Sauer Rosas, Belén García & Agustina La Porta. (2023) The Impact of Mentoring on English Language Teachers: A Case From Argentina. Profile: Issues in Teachers' Professional Development 25:1, pages 49-64.
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Lubna Quddus Warsi & Khalid Khurshid. (2022) The Role of Self-Assessment in English Language Teachers’ Professional Development in Pakistan. Education Research International 2022, pages 1-13.
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