Abstract
This longitudinal case study offers an empirically grounded conceptualization of teachers' reflection-for-action (RFA), that is, proactive or anticipatory reflection which occurs before action. Data were collected from five in-service EFL teachers in Türkiye via teachers' online discussions, critical event narratives, interviews, and researchers’ journals. Findings indicated that RFA is an individual, collaborative and a collective practice, influenced by teacher beliefs and autonomy. RFA appears to be facilitated through a triadic cycle of stimulus, evaluation, and action, allowing teachers to identify their strengths and weaknesses and develop strategies to challenge prescribed institutional practices with more creative, innovative, and out-of-the-box teaching methods.
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