From knowledge sharing to reflective thinking: Using focus group to promote efl teachers’ reflectivity

Abstract

Educational research literature has underscored the key role of collaboration and interaction among teachers. As such, the present study, as its main objective, sought whether knowledge sharing in a reflective focus group improved English as a foreign language (EFL) student teachers’ reflective practice. In addition, it explored the benefits and challenges to knowledge sharing in a reflective focus group. To this end, a survey of reflective practice, and a semi-structured interview were employed to investigate research ques-tions. Eleven Iranian Master of Arts (MA) students who were, at the same time, EFL teachers in languages schools served as the participants of the study. The results indi-cated that the focus group platform could enable EFL teachers to improve their reflective practice through interaction with colleagues. Among other factors, receiving constructive feedback, and recognizing the possible relationship between theory and practice were the benefits of knowledge sharing through reflective practice. Regarding the barriers to using reflective focus group, various inhibitors were reported by the participants that can be classified into personal, institutional, and educational factors. The implications of the study are also presented.