摘要：AbstractThe purpose of this study is to investigate the effects of collaborative reflection on two EFL teachers to explore teaching with a view of solving various problems in their language classes. It's assumed that during the process of collaboration, participants develop new strategies to deal with different problems in their language classrooms. Particularly, the dialogue between teachers extends their beliefs about language teaching and learning emphasizing the importance of sharing knowledge in professional development (Akyel, 2000; Kraft, 2002). To examine this hypothesis, two EFL teachers working at the preparatory school of an English-medium Turkish university in Istanbul, Turkey volunteered to participate in this study. The data came from three qualitative research methods: a) observers’ field notes, b) electronic journals and c) notes from the teachers’ dialogues. The results revealed that collaborative reflection might have positive effects on EFL teachers’ instructional practice and enhance teacher dialogue.
关键词：Collaborative reflection;sharing knowledge;instructional parctice;professional development
