My quest for negotiating meaning. Reflections on my dilemmas about practices of English language teaching in public school context in Turkey

Abstract

The autoethnographic study aims to explore the teacher researcher’s dilemmas about the practices of English language teaching in the public school context in Turkey and the reasons behind them. Narratives were used to depict the experiences which led to the dilemmas; the researcher’s journey of learning, lived experiences and interactions in the community of practice. The narratives, which portrayed the emergence of dilemmas, were analysed through reflections on them. The reflections were also supported by the other mixed methods studies, theoretical and regulatory documents. The results demonstrate that the dilemmas arise from the gap between the theory and practices of English language teaching in the public school context in Turkey. The study is situated in the interpretivist paradigm of research and holistic-content analysis was used as a technique of narrative analysis. Vygotsky’s sociocultural theory of learning, Wenger’s community of practice, Dewey’s reflective practice, and Miller’s teacher identity concepts establish the theoretical framework of the study.

Design of Multimedia English Online Teaching Platform under Wireless Network Communication Technology

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Research on College English Teaching Evaluation Based on Neural Network

“…Cultivate a large number of high-quality engineering and technical talents with strong innovation ability and adapt to the needs of economic and social development, international communication, and international competitiveness [2], which further highlights the importance of English Teaching [3]. In recent years, college English teaching has made great progress [4], but it still cannot meet the market demand for high-level talents, including high-quality skilled talents [5]. On the one hand, social transformation and upgrading requires a large number of highly skilled talents.…”

Reflective Thinking and Professional Development: An Autoethnography of an Efl T

“…1224-1225). Consequently, after studying the relevant literature for a few years, I decided to present my self-study through an autoethnographic design with reference to the similar studies conducted (Arıkan, 2015;Öztürk, 2020;Park, 2014;Yazan, 2019) in the field of English Language teacher education. Therefore, this study is designed as an autoethnographic one to reflect over one teacher educator, myself, in the field of ELT for the last two decades in enacting reflective thinking and learning in developing EFL pre-service teachers' professional competencies within the paradigm of reflective teacher education.…”