Critical Friends Group and Its Impact on Teachers and the Learning Process

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Author(s): Koray Bintaş (Bahçeşehir University, Turkey)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
Copyright: 2019
Pages: 24
Source title: Handbook of Research on Educator Preparation and Professional Learning
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-5225-8583-1.ch016

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

This chapter investigates the perceptions, experiences and learning of native and non-native EFL teachers towards in-service teacher education (INSET) through critical friend group (CFG) in a language preparatory program, at a private high school in the western part of Turkey. Specifically, the study identifies the specific aspects of CFG which might enhance teacher-learning and finally, better understand their perceptions towards reflective practice. The participants were four EFL teachers offering English lessons in a preparatory class at the high school. Data were collected through interviews, video recordings, and reflective essays. The findings revealed that participating in CFG has promoted teacher-learning through collaboration as it became the vehicle that facilitated teachers to alter their classroom practices, which in return, supported the learning process in their classrooms.

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Critical Friends Group and Its Impact on Teachers and the Learning Process

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