Exploring Online Dialogic Reflection Among TESOL Teachers

Abstract

Purpose – This study addresses the research gap regarding teachers' online dialogic reflections (DR). The study investigates teachers' engagement in online verbal DR and explores their perceptions of participation in such dialogue. By observing how teachers' learning occurs during their online DR and questioning them about their experiences in the online session, this study explores the relationship between online DR and teachers' professional development (PD).

Design/methodology – This study is qualitative. Data were generated by observing TESOL teachers' engagement in online DR through a Twitter Space and interviewing two focus groups of five teachers in each from those who joined online DR sessions. Data from the Twitter Space were analysed based on the SCT of learning using discourse analysis. Focus group data were examined using thematic analysis.

Findings – The findings demonstrate that online DR enhances teacher PD and learning because it provides a convenient, accessible, comfortable and supportive space for them to collaborate, build on each other's ideas, solve their problems and seek help. In addition, the results revealed that online DR might be affected by factors such as teachers' personalities and comfort, cultural barriers, timing, the topic and planning before the online discussion.

Research limitations – This research analysed only one teacher's online DR involving female English language teachers. Another limitation is that the online DR conducted on a public platform led to most teachers' hesitation to participate due to their fear of the audience's judgment and because their affiliation to a certain institution prevented them from publicly discussing the challenges in that institution.

Practical implications/value – The study highlights the significant role of teachers' participation in online DR in prompting their reflective practices and PD. It illuminates the advantages and limitations of online DR and identifies strategies for adequate online DR. Hence, it encourages TESOL teachers to integrate online DR into their practices and directs their attention to essential elements and factors when planning reflections. This research supports the conceptualisation that reflective practice is a social process in which teachers' collaboration scaffolds their learning and progress. It argues for the benefits of online DR for teachers' PD. It helps teachers overcome their heavy schedules and other constraints and find supportive peers online, where they can communicate, collaborate freely and confidently discuss their issues behind the screen.