Research Article
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Hizmet-içi Öğretmenlere Yönelik Yansıtmalı Hibrit Mesleki Eğitim

Year 2023, Volume: 40-2 Issue: 1, 101 - 119, 10.10.2023

Haldun Kaya Tufan Adıgüzel

https://doi.org/10.52597/buje.1246008

Abstract

Bu nitel çalışma, yükseköğretim kurumunda çalışan İngilizce öğretmenlerinin yansıtmaya yönelik bilgi, beceri ve algıları ile belirli öğretme becerileri üzerine verilen E-Yansıtmalı Öğretim ve Hibrit Öğrenme dersini nasıl deneyimlediklerini analiz etmeyi hedeflemektedir. Dersin uygulama ve değerlendirme aşamaları iki farklı veri kaynağı (öğretmenlerin düşünceleri ve kayıtlı dersleri) ve altı veri toplama aracını (görüşmeler, tartışma forum soruları, eğitmen yansıtma formu, öğretmen izlenim formu, öğretmen yansıtma formu ve öğretmen ders izleme formu) kapsamaktadır. Bulgular katılımcıların hedef öğretme becerileri ve yansıtmaya ilişkin bilgi ve uygulamaları üzerinde dikkate değer farklılık oluşturduğunu göstermiştir. Bu çalışma, kendilerini yansıtma uygulamaları ile geliştirmek isteyen öğretmen ve öğretmen-eğitmenleri için bir model olmaktadır.

Keywords

E-Yansıtma Uygulaması Hibrit Öğretmen Gelişimi

References

  • Aydın, B., Sağlam, S., & Alan, B. (2016). Can CELTA qualification be the new bridge between pre-service and in-service education? Perceptions of in-service teachers. ELT Research Journal, 5(2), 155-176.
  • Bolton, G. (2010). Reflective practice: Writing and professional development. Sage publications.
  • Bolton, G., & Delderfield, R. (2018). Reflective practice writing and professional development. Los Angeles: SAGE.
  • Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37-46.
  • Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372-382.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Choi, D. S. Y., & Morrison, P. (2014). Learning to get it right: Understanding change processes in professional development for teachers of English learners. Professional Development in Education, 40(3), 416-435.
  • Clara, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66(3), 261-271.
  • Creswell, J. W., & Miller, D. L. (2010). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.
  • Cruickshank, D., & Applegate, J. (1981). Reflective teaching as a strategy for teacher growth. Educational Leadership, 38, 553–554.
  • Çekiç, A., & Korkmazgil, S. (2022). Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online. Journal of Language Education and Research, 8(2), 346-370.
  • Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? How Teachers Learn, 66(5), 46-53.
  • Dick, W., Carey, L., & Carey, J. O. (2014). The systematic design of instruction (8th ed.). Allyn and Bacon.
  • Dinçer, Z. Ö. (2022). The optimal role for English teachers: Reflective practitioner. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 1(1), 311-338.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2015). Comparison of convenience and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
  • Fakazlı, Ö., & Gönen, S. İ. (2017). Reflection on reflection: EFL university instructors’ perceptions on reflective practices. Hacettepe University Journal of Education. 32(3), 708-726.
  • Farrell, T. S. C. (2019). Reflective practice in ELT. Equinox Publishing.
  • Fazio, X. (2009). Teacher development using group discussion and reflection. Reflective Practice, 10(4), 529-541.
  • Fer, S. (2011). Öğretim tasarımı. Anı Yayıncılık.
  • Gerring, J. (2007). Case study research. Principles and practices. Cambridge University Press.
  • Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. Educational Technology Research and Development, 53(4), 57-67.
  • Gözüyeşil, E., & Soylu, B. A. (2014). How reflective are EFL instructors in Turkey? Procedia - Social and Behavioral Sciences, 116, 23 – 27.
  • Graus, M., van de Broek, A., Hennissen, P., & Schils, T. (2022). Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system. Teaching and Teacher Education, 111, 103624.
  • Gudeta, D. (2022) Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers, Cogent Education, 9(1), 2030076.
  • Gün, B. (2011). Quality self-reflection through reflection training. ELT Journal, 65(2), 126-135.
  • Harris, J. (2016). Inservice teachers' TPACK development: Trends, models, and trajectories. In M. Herring, M. Koehler and P. Mishra (Eds.), Handbook of technological pedagogical content knowledge for educators (2nd ed.) (pp. 191-205). Routledge.
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. https://doi.org/10.1016/S0742-051X(01)00051-8
  • Johnson K. E. & Golombek, P.R. (2002). Teachers’ narrative inquiry as professional development. Cambridge University Press.
  • Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37, 209–218.
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.
  • Leijen, Ä., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2012). How to determine the quality of students’ reflections? Studies in Higher Education, 37(2), 203 - 217.
  • Loughran, J. J. (2002). Effective Reflective Practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43.
  • Mann, S. J., & Walsh, S. (2015). Reflective dimensions of CPD: Supporting self-evaluation and peer evaluation. In A., Howard & H., Donaghue (Eds.), Teacher Evaluation in Second Language Education (pp. 17-33). Bloomsbury Academic.
  • Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
  • Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Cage.
  • McAlpine, L., Weston, C., Berthiaume, D., Fairbank-Roch, G., & Owen, M. (2004). Reflection on teaching: Types and goals of reflection. Educational Research and Evaluation, 10(4-6), 337-363.
  • McNeil, L. (2013). Exploring the relationship between situated activity and CALL learning in teacher education. ReCALL, 25(2), 215–232.
  • Merriam, S. B. (2009). Qualitative research a guide to design and implementation. Wiley and Sons.
  • Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2011). Designing effective instruction (6th ed.). John Wiley and Sons.
  • Mphahlele, L. K., & Rampa, S. H. (2015). Reflective Practice: A tool for teacher development. International Journal of Educational Sciences, 9(3), 335-34.
  • Nagro, S. (2022). Three phases of video-based reflection activities to transition teacher candidates from understanding to examining practice. Journal of Special Education Preparation, 2(1), 28-37.
  • Olson, J. (2000). Trojan horse or teacher’s pet. Computer and the culture of the school. Journal of Curriculum Studies, 32(1), 1–8.
  • Ottesen, E. (2007). Reflection in teacher education. Reflective Practice, 8(1), 31-46.
  • Pacheco, A. (2005). Reflective teaching and its impact on foreign language teaching. Revista Electrónica "Actualidades Investigativas en Educación,5, 1-19.
  • Paulus, M. T., Villegas, S. G., & Howze-Owens, J. (2020). Professional learning communities: Bridging the Technology integration gap through effective professional development. Peabody Journal of Education, 95(2), 193-202. https://doi.org/10.1080/0161956X.2020.1745610
  • Procee, H. (2006). Reflection in education: A Kantian epistemology. Educational Theory, 56(3), 237–253.
  • Purcell, M. L., & Schmitt, S. A. (2023). Strengthening preservice educator reflective practice through the use of personnel preparation standards. Journal of Early Childhood Teacher Education, 44(2), 1-17.
  • Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International, 47(1), 125-135.
  • Ray, B. B., & Coulter, G. A. (2008). Reflective practices among language arts teachers: The use of weblogs. Contemporary Issues in Technology and Teacher Education, 8(1), 6-26.
  • Rezapour, N., & Fazilatfar, A. M. (2023). Iranian EFL teachers’ reflective ability, their teaching experience, and learners’ motivation: exploring possible relationships. Reflective Practice, 24(1), 100-112.
  • Rich, P., & Hannafin, M. (2009). Video annotation tools. Journal of Teacher Education. 60(1), 52-67.
  • Richards, J. (2004). Towards reflective teaching. The Language Teacher, 33, 2–5.
  • Richey, R. C., & Klein, J. D. (2005). Developmental research methods: Creating from instructional design and development practice. Journal of Computing in Higher Education, 16(2), 23-38.
  • Roberts, J. (2016). Language Teacher Education. Routledge.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–856.
  • Rozimela, Y., & Tiarina, Y. (2017). The Impact of reflective practice on EFL prospective teachers’ teaching skill improvement. The Journal of Language Teaching and Learning, 7(2), 18-38.
  • Sarab, M. R. A., & Mardian, F. (2022). Reflective practice in second language teacher education: A scoping review. Journal of Education for Teaching, 48, 1-17.
  • Schmid, E. C. (2011). Video-stimulated reflection as a professional development tool in interactive whiteboard research. ReCALL, 23(3), 252–270.
  • Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance foundations of distance education (6th ed.). Information Age Publishing.
  • Smith, S. (2013). Through the teacher’s eyes. Journal of Research on Technology in Education, 46(2), 207-227.
  • Tuncer, H., & Özkan, Y. (2021). Reflective tools in an English language teaching context: contributions, challenges and recommendations. Kahramanmaraş Sütçü İmam University Journal of Social Sciences, 18(1), 181-204.
  • Ulla, M. B. (2022). Exploring early-career EFL teachers’ engagement in professional learning: Teaching beliefs and professional values. RELC Journal, https://doi.org/10.1177/00336882221080197
  • Ur, P. (1996). A course in language teaching (1st ed.). Cambridge: Cambridge University Press.
  • Van Braak, M., Grodot, E., Veen, M., Welink, L., & Giroldi, E. (2018). Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing. Perspectives on Medical Education, 7, 386-393.
  • Vonti, L. H., Rosyid, A., & Hidayati, P. S. (2023). Moodle-based digital interactive book: Student reflections on the technology integrated blended class. English Review: Journal of English Education, 11(1), 8.
  • Walsh, S. & Walsh, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351-362.
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11–21.
  • Yee, B. C., Abdullah, T., & Mohd Nawi, A. (2022). Exploring pre-service teachers’ reflective practice through an analysis of six-stage framework in reflective journals. Reflective Practice, 23(5), 552-564.
  • Yob, I. M. (2003). Thinking constructively with metaphors. Studies in Philosophy and Education, 22, 127-138.

An E-Reflective Hybrid Professional Training for In-Service Teachers

Year 2023, Volume: 40-2 Issue: 1, 101 - 119, 10.10.2023

Haldun Kaya Tufan Adıgüzel

https://doi.org/10.52597/buje.1246008

Abstract

This qualitative case study aims to analyze how an E-Reflective Teaching and Learning Hybrid course is experienced by in-service English language instructors in terms of particular teaching skills, perception, and practice of reflection at the tertiary level. The implementation and evaluation stages of this course involved two different data sources (instructors’ opinions and recorded lessons) and six data collection tools (interviews, discussion forum questions, trainer’s reflection forms, instructors’ reaction forms, instructors’ reflection forms, and peer observation forms). The findings showed this course made a noticeable difference in the participants’ target teaching skills and the understanding and skill of reflection. This study sets itself up as a model for trainers and instructors who aim to improve themselves through reflective practice.

Keywords

E-Reflective Practice Hybrid Teacher Development

References

  • Aydın, B., Sağlam, S., & Alan, B. (2016). Can CELTA qualification be the new bridge between pre-service and in-service education? Perceptions of in-service teachers. ELT Research Journal, 5(2), 155-176.
  • Bolton, G. (2010). Reflective practice: Writing and professional development. Sage publications.
  • Bolton, G., & Delderfield, R. (2018). Reflective practice writing and professional development. Los Angeles: SAGE.
  • Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37-46.
  • Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372-382.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Choi, D. S. Y., & Morrison, P. (2014). Learning to get it right: Understanding change processes in professional development for teachers of English learners. Professional Development in Education, 40(3), 416-435.
  • Clara, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66(3), 261-271.
  • Creswell, J. W., & Miller, D. L. (2010). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.
  • Cruickshank, D., & Applegate, J. (1981). Reflective teaching as a strategy for teacher growth. Educational Leadership, 38, 553–554.
  • Çekiç, A., & Korkmazgil, S. (2022). Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online. Journal of Language Education and Research, 8(2), 346-370.
  • Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? How Teachers Learn, 66(5), 46-53.
  • Dick, W., Carey, L., & Carey, J. O. (2014). The systematic design of instruction (8th ed.). Allyn and Bacon.
  • Dinçer, Z. Ö. (2022). The optimal role for English teachers: Reflective practitioner. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 1(1), 311-338.
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2015). Comparison of convenience and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
  • Fakazlı, Ö., & Gönen, S. İ. (2017). Reflection on reflection: EFL university instructors’ perceptions on reflective practices. Hacettepe University Journal of Education. 32(3), 708-726.
  • Farrell, T. S. C. (2019). Reflective practice in ELT. Equinox Publishing.
  • Fazio, X. (2009). Teacher development using group discussion and reflection. Reflective Practice, 10(4), 529-541.
  • Fer, S. (2011). Öğretim tasarımı. Anı Yayıncılık.
  • Gerring, J. (2007). Case study research. Principles and practices. Cambridge University Press.
  • Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. Educational Technology Research and Development, 53(4), 57-67.
  • Gözüyeşil, E., & Soylu, B. A. (2014). How reflective are EFL instructors in Turkey? Procedia - Social and Behavioral Sciences, 116, 23 – 27.
  • Graus, M., van de Broek, A., Hennissen, P., & Schils, T. (2022). Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system. Teaching and Teacher Education, 111, 103624.
  • Gudeta, D. (2022) Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers, Cogent Education, 9(1), 2030076.
  • Gün, B. (2011). Quality self-reflection through reflection training. ELT Journal, 65(2), 126-135.
  • Harris, J. (2016). Inservice teachers' TPACK development: Trends, models, and trajectories. In M. Herring, M. Koehler and P. Mishra (Eds.), Handbook of technological pedagogical content knowledge for educators (2nd ed.) (pp. 191-205). Routledge.
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. https://doi.org/10.1016/S0742-051X(01)00051-8
  • Johnson K. E. & Golombek, P.R. (2002). Teachers’ narrative inquiry as professional development. Cambridge University Press.
  • Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37, 209–218.
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.
  • Leijen, Ä., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2012). How to determine the quality of students’ reflections? Studies in Higher Education, 37(2), 203 - 217.
  • Loughran, J. J. (2002). Effective Reflective Practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43.
  • Mann, S. J., & Walsh, S. (2015). Reflective dimensions of CPD: Supporting self-evaluation and peer evaluation. In A., Howard & H., Donaghue (Eds.), Teacher Evaluation in Second Language Education (pp. 17-33). Bloomsbury Academic.
  • Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
  • Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Cage.
  • McAlpine, L., Weston, C., Berthiaume, D., Fairbank-Roch, G., & Owen, M. (2004). Reflection on teaching: Types and goals of reflection. Educational Research and Evaluation, 10(4-6), 337-363.
  • McNeil, L. (2013). Exploring the relationship between situated activity and CALL learning in teacher education. ReCALL, 25(2), 215–232.
  • Merriam, S. B. (2009). Qualitative research a guide to design and implementation. Wiley and Sons.
  • Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2011). Designing effective instruction (6th ed.). John Wiley and Sons.
  • Mphahlele, L. K., & Rampa, S. H. (2015). Reflective Practice: A tool for teacher development. International Journal of Educational Sciences, 9(3), 335-34.
  • Nagro, S. (2022). Three phases of video-based reflection activities to transition teacher candidates from understanding to examining practice. Journal of Special Education Preparation, 2(1), 28-37.
  • Olson, J. (2000). Trojan horse or teacher’s pet. Computer and the culture of the school. Journal of Curriculum Studies, 32(1), 1–8.
  • Ottesen, E. (2007). Reflection in teacher education. Reflective Practice, 8(1), 31-46.
  • Pacheco, A. (2005). Reflective teaching and its impact on foreign language teaching. Revista Electrónica "Actualidades Investigativas en Educación,5, 1-19.
  • Paulus, M. T., Villegas, S. G., & Howze-Owens, J. (2020). Professional learning communities: Bridging the Technology integration gap through effective professional development. Peabody Journal of Education, 95(2), 193-202. https://doi.org/10.1080/0161956X.2020.1745610
  • Procee, H. (2006). Reflection in education: A Kantian epistemology. Educational Theory, 56(3), 237–253.
  • Purcell, M. L., & Schmitt, S. A. (2023). Strengthening preservice educator reflective practice through the use of personnel preparation standards. Journal of Early Childhood Teacher Education, 44(2), 1-17.
  • Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International, 47(1), 125-135.
  • Ray, B. B., & Coulter, G. A. (2008). Reflective practices among language arts teachers: The use of weblogs. Contemporary Issues in Technology and Teacher Education, 8(1), 6-26.
  • Rezapour, N., & Fazilatfar, A. M. (2023). Iranian EFL teachers’ reflective ability, their teaching experience, and learners’ motivation: exploring possible relationships. Reflective Practice, 24(1), 100-112.
  • Rich, P., & Hannafin, M. (2009). Video annotation tools. Journal of Teacher Education. 60(1), 52-67.
  • Richards, J. (2004). Towards reflective teaching. The Language Teacher, 33, 2–5.
  • Richey, R. C., & Klein, J. D. (2005). Developmental research methods: Creating from instructional design and development practice. Journal of Computing in Higher Education, 16(2), 23-38.
  • Roberts, J. (2016). Language Teacher Education. Routledge.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–856.
  • Rozimela, Y., & Tiarina, Y. (2017). The Impact of reflective practice on EFL prospective teachers’ teaching skill improvement. The Journal of Language Teaching and Learning, 7(2), 18-38.
  • Sarab, M. R. A., & Mardian, F. (2022). Reflective practice in second language teacher education: A scoping review. Journal of Education for Teaching, 48, 1-17.
  • Schmid, E. C. (2011). Video-stimulated reflection as a professional development tool in interactive whiteboard research. ReCALL, 23(3), 252–270.
  • Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance foundations of distance education (6th ed.). Information Age Publishing.
  • Smith, S. (2013). Through the teacher’s eyes. Journal of Research on Technology in Education, 46(2), 207-227.
  • Tuncer, H., & Özkan, Y. (2021). Reflective tools in an English language teaching context: contributions, challenges and recommendations. Kahramanmaraş Sütçü İmam University Journal of Social Sciences, 18(1), 181-204.
  • Ulla, M. B. (2022). Exploring early-career EFL teachers’ engagement in professional learning: Teaching beliefs and professional values. RELC Journal, https://doi.org/10.1177/00336882221080197
  • Ur, P. (1996). A course in language teaching (1st ed.). Cambridge: Cambridge University Press.
  • Van Braak, M., Grodot, E., Veen, M., Welink, L., & Giroldi, E. (2018). Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing. Perspectives on Medical Education, 7, 386-393.
  • Vonti, L. H., Rosyid, A., & Hidayati, P. S. (2023). Moodle-based digital interactive book: Student reflections on the technology integrated blended class. English Review: Journal of English Education, 11(1), 8.
  • Walsh, S. & Walsh, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351-362.
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11–21.
  • Yee, B. C., Abdullah, T., & Mohd Nawi, A. (2022). Exploring pre-service teachers’ reflective practice through an analysis of six-stage framework in reflective journals. Reflective Practice, 23(5), 552-564.
  • Yob, I. M. (2003). Thinking constructively with metaphors. Studies in Philosophy and Education, 22, 127-138.
There are 69 citations in total.

Details

Primary Language English
Subjects In-Service Training
Journal Section Original Articles
Authors

Haldun Kaya 0000-0002-0276-4886

Tufan Adıgüzel This is me 0000-0001-6232-1246

Early Pub Date September 7, 2023
Publication Date October 10, 2023
Published in Issue Year 2023 Volume: 40-2 Issue: 1

Cite

APA Kaya, H., & Adıgüzel, T. (2023). An E-Reflective Hybrid Professional Training for In-Service Teachers. Bogazici University Journal of Education, 40-2(1), 101-119. https://doi.org/10.52597/buje.1246008
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