The current study adopts a mixed-method research design to foster English Language instructors’ attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly.
The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle.
AlanB. (2003). Novice teachers’ perceptions of an in-service teacher training course at Anadolu University [Unpublished master's thesis]. Bilkent University, Ankara.
2.
AlfredM. (2002). The promise of sociocultural theory in democratizing adult education. New Directions for Adult and Continuing Education, 96(3), 3–14.
3.
AloniN. (2007). Enhancing humanity. Springer.
4.
ArchibaldS.CoggshallJ. G.CroftA.GoeL. M. (2011). High-quality professional development for all teachers: Effectively allocating resources. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED520732.pdf.
5.
ArechagaD. M. D. (2001). Teacher development: Awareness, reflection and sharing. ELT Newsletter, 69. Retrieved from http://www.eltnewsletter.com/back/August2001/art692001.htm.
6.
ArikanA. (2004). Professional development programs and English language instructors: A critical –postmodern study. Hacettepe University Journal of Education, 27, 40–49.
7.
AtayD. (2006). Teachers’ professional development: Partnerships in research. TESL-EJ, 10(2), 1–15.
8.
AtayD. (2008). Teacher research for professional development. ELT Journal, 62(2), 139–147.
9.
BaileyK. M.CurtisA.NunanD. (2001). Pursuing professional development: The self as source. Heinle & Heinle.
10.
BalbayS.PamukĠ.TemirT. & Dogan, C. (2018). Issues in pre-service and in-service teacher training programs for university English instructors in Turkey. Journal of Language and Linguistic Studies, 14(2), 48–60.
11.
BanduraA. (1994). Self-efficacy. In RamachaudranV. S. (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic press. (Reprinted in H. Friedman [Ed.], encyclopedia of mental health. Academic Press. 1998.
12.
BayarA.Kösterelioğluİ (2014). Satisfaction levels of teachers in professional development activities in Turkey. International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(2), 321–333.
13.
BayındırN. (2009). Teachers’ perception levels of activites directed towards professional progress. Retrieved from http://findarticles.com/p/articles/mi_qa3673/is_1_130/ai_n35666692/pg_6/.
14.
BensonP. (2000). Autonomy as a learners’ and teachers’ right. In SinclairB.McGrathI.LambT. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 111–117). Longman.
15.
BergB. L. (2001). Qualitative research methods for the social sciences (4th edition.
16.
BirelloM. (2012). Teacher cognition and language teacher education: Beliefs and practice. A conversation with simon borg. Bellaterra Journal of Teaching and Learning Language and Literature, 5(2), 88–94.
17.
BorgS. (2009). English language teachers’conceptions of research. Applied Linguistics, 30(3), 358–388.
18.
BorgS. (2014). Teacher research in Pakistan: Enhancing the teaching and learning of English. British Council.
19.
BorgS. (2015). Professional development for English language teachers: Perspectives from higher education in Turkey. British Council.
Bradley-LevineJ.SmithJ.CarrK. (2009). The role of action research in empowering teachers to change their practice. Journal of Ethnographic & Qualitative Research, 23(4), 152–161.
22.
BrownH. D. (2001). Teaching by principles: An interactive approach to language and pedagogy. Longman.
23.
BrymanA.BurgessR. G. (2001). Analyzing qualitative data. Routledge.
24.
BuchananR.DavisL.CuryT. (2021). Putting research into “action”: The impact of brain energizers on off-task behaviors and academic achievement. Networks: An Online Journal for Teacher Research, 23(1), 1–28. https://doi.org/10.4148/2470-6353.1325
25.
BurnsA.EdwardsE. (2014). Introducing innovation through action research in an austrailian national program; experiences and insights. In HayesD. (Ed.), Innovations in the continuing professional development of English language teachers (pp. 65–89). British Council.
26.
BurnsA.KurtogluN. (2014). Implementing action research in the modern language classroom. Scottish Languages Review, 27, 21–28.
27.
CabarogluN. (2014). Professional development through action research: Impact on self-efficacy. System, 44, 79–88.
28.
CanagarajahS. (2002). Reconstructing local knowledge. Journal of Language, Identity, and Education, 1(4), 234–259.
29.
ÇapaY.ÇakıroğluJ.SarıkayaH. (2005). The development and validation of a turkish version of teachers’ sense of efficacy scale. Eğitim ve Bilim (Education and Science), 30(137), 74–81.
30.
CapobiancoB. M.JoyalH. (2008). Action research meets engineering design. Science and Children, 45(8), 22–26.
31.
ChienC. (2020). Analysis of elementary school English teachers’ professional dialogue as their professional development. Australian Journal of Teacher Education, 45(5), 1–17.
32.
ClarkeD.HollingsworthH. (2002). Elaborating a model for professional growth. Teacher and Teacher Education, 18, 947–967.
33.
Cochran-SmithM.FriesK. (2005). Researching teacher education in changing times: Politics and paradigms. In Cochran-SmithM.ZeichnerK. (Eds.), Studying teacher education: The report on the AERA panel on research and teacher education (pp. 69–109). AERA.
34.
CohenL.ManionL.MorrisonK. (2007). Research methods in education (6th ed). Routledge Falmer.
35.
CollinaS.KarsentiT.KomisV. (2013). Reflective practice in initial teacher training: Critiques and perspectives. Reflective Practice, 14(1), 104–117.
36.
Cooper-TwamleyS. M. (2009). Action research and its impact on teacher efficacy: A mixed methods case study. Baylor University. Retrieved October 24, 2009, from Baylor Electronically Accessible Research Documents.
37.
CostelloP. J. M. (2003). Action research. Continuum.
38.
CreswellJ. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Sage Publications.
39.
CurtisA. (2001). Hong Kong secondary school teachers’ first experiences of action research. The PAC Journal, 1(1), 65–78.
40.
DanaN. F.Yendol-HoppeyD. (2009). The reflective educator's Guide to classroom research (2nd ed.). Corwin Press.
DayC. (1999). Developing teachers: The challenges of lifelong learning. Falmer Press.
43.
Del CarloD.HinkhouseH.IsbellL. (2010). Developing a reflective practitioner through the connection between educational research and reflective practices. Journal of Science Education and Technology, 19, 58–68.
44.
DerekG.LawS. (2005). Managing professional development in education (2nd ed.). Routledge.
45.
DesimoneL. M.PorterA. C.GaretM. S.YoonK. S.BirmanB. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112.
46.
Dogan, C (2006). Teacher initiated action for a collaborative community. Paper presented at The 40th TESOL Annual International Convention And Exhibit, Florida, USA.
47.
Dogan, C. (2016). Sustaining professional development of ELT practitioners. In K.DikilitasM.WyattJ.HanksD.Bullock (Eds.), Teachers engaging in research. IATEFL.
48.
DörnyeiZ. (2011). Research methods in applied linguistics. Oxford University Press.
49.
DownsC. W.SmeyakG. P.MartinE. (1980). Professional interviewing. Harper & Row Publishers.
50.
DuzanC. (2006). An evaluation of the in-service teacher training program for the newly hired instructors in the school of foreign languages at Middle East Technical University [Unpublished master's thesis]. Middle East Technical University, Ankara.
51.
EdgeJ. (2003). Teacher development. Aston University Press.
52.
EkşiG. (2010). An assessment of the professional development needs of English language instructors working at a state university. [Unpublished master's thesis]. Middle East Technical University, Ankara.
53.
ElliottJ. (1998). The curriculum experiment: Meeting the challenge of social change. Open University Press.
54.
EneE.RiddlebargerC. (2015). Intensive reflection in teacher training: What is it good for?Journal of Academic Writing, 5(1), 157–168.
55.
ErmelingB. (2010). Tracing the effects of teacher inquiry on classroom practice. Teaching and Teacher Education, 26(3), 377–388.
EvertonT.GaltonM.PellT. (2002). Educational research and the teacher. Research Papers in Education, 17(4), 373.
58.
FaezF.ValeoA. (2012). Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450–471.
59.
FazzioX.MelvilleW. (2008). Science teacher development through collaborative action research. Teacher Development: An International Journal of Teacher Development, 12(3), 193–209.
60.
FerranceE. (2000). Action research. Northeast and Islands Regional Educational Laboratory At Brown University.
61.
FoordD. (2009). Delta teacher development: Developing teacher: Practical activities for professional development. DTDS.
62.
FoxE.RiconscenteM. (2008). Metacognition and self-regulation in james, piaget, and vygotsky. Educational Psychology Review, 20(4), 373–389. https://doi.org/10.1007/s10648-008-9079-2
63.
FraenkelJ. R.WallenN. E.HyunH. H. (2009). How to design and evaluate research in education. McGraw Hill Education.
64.
FreemanD. (2001). Second language teacher education. In R.CarterD.Nunan (Eds.), The cambridge guide to teaching English to speakers of other languages (pp. 72–79). Cambridge University Press.
FungY. (2000). A constructivist strategy for developing teachers for change: A Hong Kong experiece. Journal of In-Service Education, 26(1), 153–167. https://doi.org/10.1080/13674580000200108
67.
GarcésA. Y. C.GranadaL. M. (2016). The role of collaborative action research in teachers’ professional development. Profile: Issues in Teachers’ Professional Development, 18(1), 39–54.
68.
GlickmanC. (2002). Leadership for learning. ASCD.
69.
GodheA.-L.MagnussonP. (2017). Multimodality in language education: Exploring the boundaries of digital texts. In ChenW.,… (Ed.), Proceedings of the 25th international conference on computers in education.
70.
GrayD. E. (2004). Doing research in the real world. Sage.
71.
GreenwoodJ. D.LevinM. (2007). Introduction to action research. Sage Publications.
72.
Gültekinİ (2007). The analysis of the perceptions of English language instructors at TOBB University of Economics and Technology regarding inset content [Unpublished master's thesis]. Middle East Technical University, Ankara.
73.
GürsoyE.KorkmazS. C.DamarE. A. (2017). English language teaching within the new educational policy of Turkey: Views of stakeholders. International Education Studies, 10(4), 18–30.
74.
GuskeyT. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
GutiérrezM. V. A.AdasmeM. A. N.WesmacottA. (2019). Collaborative reflective practice: Its influence on preservice EFL teachers’ emerging professional identities. Iranian Journal of Language Teaching Research, 7(3), 53–70.
77.
HadarL.BrodyD. (2010). From isolation to symphonic harmony: Building a professional development community among teacher educators. Teaching and Teacher Education, 26(1), 1641–1651. https://doi.org/10.1016/j.tate.2010.06.015
78.
HargreavesA.FullanM. G. (1992). Understanding teacher development. Cassell.
79.
HarmerJ. (2001). The practice of English language teaching (3rd ed.). Longman.
80.
HattonN.SmithD. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49.
81.
HennessyS. (2014). Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with technology. Sense Publishers.
82.
HensenK. T. (1996). Teachers as researchers. In SikulaJ. (Ed.), Handbook of research on teacher education (2nd ed., pp. 53–66). Macmillan.
83.
HensonR. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17(7), 819–836. https://doi.org/10.1016/S0742-051X(01)00033-6
84.
HerrK.AndersonG. L. (2005). The action research dissertation: A guide for students and faculty. Sage Publications.
85.
HiggsD. (1986). Blurring boundaries between training and development. Teacher Development: Newsletter of the IATEFL teacher development special group, 3, 1.
86.
HollyM. L.ArharJ. M.KastenW. C. (2009). Action research for teachers: Travelling the yellow brick road (3rd ed.). Pearson Education, Inc.
87.
HolsteinJ. A.GubriumJ. F. (2002). Active interviewing. In SilvermanD. (Ed.), Qualitative research: Theory, method and practice. Sage Publications.
88.
HopkinsD. (2002). A teacher's Guide to classroom research. Open University Press.
89.
HoşR.TopalH. (2013). The current status of English as a foreign language (EFL) teachers’ professional development in Turkey: A systematic review of literature. Antropologist, 16(1-2), 293–305.
90.
HoyleR. H.HarrisM. J.JuddC. M. (2002). Research methods in social relations. Wadsworth.
91.
HsiehP. P.KangH. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606–627. https://doi.org/10.1111/j.1467-9922.2010.00570.x
92.
HughesI. (1996). How to keep a research diary. Action research e-reports. AROW Reader. Retrieved from http://www2.fhs.usyd.edu.au/arow/arer/005.html.
93.
HürsenÇ (2012). Determine the attitudes of teachers towards professional development activities. Procedia Technology, 1, 420–425.
94.
IyidoğanF. (2011). Personal factors affecting experienced English teachers decisions whether or not to engage in professional development activities [Master's thesis]. Unpublished. Ankara, Bilkent University.
95.
İnözüJ.YumruH. (2006). An action research on fostering reflective thinking for writing improvement. Journal of Çukurova University Institute of Social Sciences, 15(2), 207–216.
JohnsonK. E.GolombekP. R. (2011). Research on second language teacher education: A sociocultural perspective on professional development. Routledge.
98.
JohnsonR. B.ChristensenL. B. (2016). Educational research: Quantitative, qualitative, and mixed approaches (6th ed.). Sage.
99.
JohnstonB. (2003). Values in English language teaching. Lawrence Erlbaum.
100.
JoveG. (2011). How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection? A learning walk from lleida to winchester and back again. Educational Action Research, 19(3), 261–287.
101.
KaatrakoskiH.LittlejohnA.HoodN. (2017). Rethinking professional learning in higher education: A study on how the use of open educational resources triggers the adoption of open educational practice. Qwerty—Open and Interdisciplinary Journal of Technology, Culture, and Education, 12(2), 46–63.
102.
KennedyA. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250.
103.
KhanR.GrijalvaR.Enriquez-GatesA. (2019). Teachers as change agents: Promoting meaningful professional development using action research to support international educational reform. Forum for International Research in Education, 5(2), 214–225.
104.
KhatibM.SaremS. N.HamidiH. (2013). Humanistic education: Concerns, implications and applications. Journal of Language Teaching and Research, 40(1), 45–51.
105.
Kirkgoz, Y. (2013). A school-university collaborative action research teacher development programme: A case of six turkish novice teachers of English. The Asian EFL Journal, 71, 31–56.
106.
KöksalN.DemirelÖ (2008). The contributions of reflective thinking to pre-service teacher's Teaching practice. Hacettepe University Journal of Education, 34, 189–203.
107.
KorkmazgilS. (2015). An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges [Unpublished doctoral dissertation]. Middle East Technical University, Turkey.
108.
KüçüksüleymanoğluR. (2006). Inservice training of elt teachers in Turkey between 1998-2005. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 359–369.
KvaleS. (1996). Interviews: An introduction to qualitative research interviewing. Sage Publications.
111.
LantolfJ.ThorneS. (2007). Sociocultural theory and second language learning. In van PattenB.WilliamsJ. (Eds.), Theories in second language acquisition (pp. 201–224). Lawrence Erlbaum.
112.
LantolfJ. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
113.
LeeY. A.WangT. (2012). Searching for new directions: Developing MA action research project as a tool for teaching. US-China Education Review, 8, 697–709.
LesleyJ. (2017). Managing professional development in a unified curriculum: The FD planning and review cycle. New Directions in Teaching and Learning English Discussion, 5, 303–312.
116.
LewinB. B.RockT. C. (2003). The effects Of collaborative action research On preservice And experienced teacher partners. Journal of Teacher Education, 54, 135–149. https://doi.org/10.1177/0022487102250287
117.
LiuF. (2006). The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: Three cases. Teacher Development, 10(3), 343–360.
MartellC. C. (2014). Teaching emerging teacher-researchers: Examining a district-based professional development course. Teaching Education, 27(1), 88–102.
120.
MaslowA. H. (1968). Toward a psychology of being. D. Van Nostrand Company.
121.
McLeodS. A. (2007). BF Skinner: Operant conditioning. http://www.simplypsychology.pwp.
blueyonder.co.uk/operant-conditioning.html.
122.
McNiffJ. (2010). Action research for professional development: Concise advice for new and experienced action researchers (4th ed.). September Books.
123.
MertlerC. A. (2012). Action research: Improving schools and empowering educators. Sage Publications Inc.
124.
MertlerC. A.HartleyA. (2017). Classroom-based, teacher-led action research as a process for enhancing teaching and learning. Journal of Educational Leadership in Action, 4(2).
125.
MilesM. B.HubermanA. M. (1994). An expanded sourcebook: Qualitative data analysis. Sage Publiations.
126.
MillsG. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Pearson.
127.
MitchellR.MylesF. (2004). Second language learning theories (2nd ed.). Routledge.
128.
MitchellS. N.ReillyR. C.LogueM. E. (2009). Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education: An International Journal of Research and Studies, 25(2), 344–349.
129.
MohammadiM.MoradiK. (2017). Exploring change in EFL teachers’ perceptions of professional development. Journal of Teacher Education for Sustainability, 19(1), 22–42.
130.
MuzaffarM.MalikS. M. (2012). Attitude of teachers towards professional development trainings. Language in India, 12, 304–322.
131.
New London Group (2000). A pedagogy of multiliteracies designing social futures. In B.CopeM.Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9–37). Routledge.
132.
NunanD.LambC. (1996). The self-directed teacher. Cambridge University Press.
133.
O’LearyZ. (2004). The essential guide to doing research. Sage Publications.
134.
OwenS. M. (2015). Teacher professional learning communities in innovative contexts: ‘Ah-hah moments,’ ‘passion’ and ‘making a difference’ for student learning. Professional Development in Education, 41(1), 57–74.
135.
ÖzerB. (2004). Öğretmenlerin hizmetiçi eğitime katılma durumları, beklentileri ve engelleri. XIII. Ulusal Eğitim Bilimleri Kurultayı, Malatya, 68.
136.
Parra FandiñoY. J. (2012). The impact of ICT training through wikis on in-service EFL teachers : Changes in beliefs, attitudes, and competencies. HOW, A Colombian Journal for Teachers of English, 19(12), 11–32.
137.
PattersonL.ShannonP. (1993). Reflection, inquiry and action. In PattersonL.SantaC.ShortK.SmithK. (Eds.), Teachers are researchers: Reflection and action (pp. 7–11). International Reading Association.
138.
PattonM. Q. (2014). Qualitative research and evaluation methods (3rd ed). Sage Publications.
139.
PedroJ. Y. (2005). Reflection in teacher education: Exploring pre-service teachers’ meanings of reflective practice. Reflective Practice, 6(1), 49–66.
140.
PersonJ.YiğitoğluN. (2015). Connecting in-service teacher education programs to classroom teaching: A case study of two novice teachers. The International Journal of Research in Teacher Education, 6(2), 38–56.
141.
PiedrahitaS. A. M. (2018). Changing teaching practices: The impact of a professional development program on an English language teacher. Ikala, Revista de Lenguaje y Cultura, 23(1), 101–120. https://doi.org/10.17533/udea.ikala.v23n01a08
142.
PigottJ. (2012). A call for a multifaceted approach to language learning motivation research: Combining complexity, humanistic, and critical perspectives. Studies in Second Language Learning and Teaching, 2(3), 349–366.
143.
PineG. J. (2009). Teacher action research: Building knowledge democracies. Sage Publications.
144.
PonteP.AxJ.BeijaardD.WubbelsT. (2004). Teachers' development of professional knowledge through action research and the facilitation of this by teacher educators. Teaching and Teacher Education, 20(6), 571–588. https://doi.org/10.1016/j.tate.2004.06.003
145.
QadhiS.FloydA. (2021). Female English teachers perceptions and experience of continuing professional development in Qatar. Education Sciences, 11(160), 1–14. http://doi.org/10.3390/educsci11040160
146.
RaineyI. (2000). Action research and the English as a foreign language practitioner: Time to take stock. Educational Action Research, 8(1), 65–91. https://doi.org/10.1080/096507900002001121-
147.
RichardsJ. C. (2002). 30 Years of TESOL: A personal reflection. RELC Journal, 33(2), 1–36.
148.
RichardsJ. C.FarrelT. S. C. (2005). Professional development for language teachers. Cambridge University Press.
149.
RichterD.KunterM.KlusmannU.LüdtkeO.BaumertJ. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27, 116–126.
150.
RobertsJ. (1998). Language teacher education. Arnold Publications.
151.
RockT. C.LevinB. B. (2002). Collaborative action research projects: Enhancing preservice teacher development in professional development schools. Teacher Education Quarterly, 29(1), 7–21.
152.
RogersC. (1961). On becoming a person: A Therapist's View of psychotherapy. Constable.
153.
RogersC. (1980). A Way of being. Houghton Mifflin.
154.
SabuncuoğluO. (2006). A study of the effect of models of teacher education and professional development in ELT on practicing and prospective teachers of English at universities [Unpublished Phd Dissertation]. İzmir: Dokuz Eylül University.
155.
SagorR. (2000). Guiding school improvement with action research. Association of Supervision and Curriculum Development.
156.
SchönD. (1991). The reflective practitioner. Ashgate Publishing Ltd.
157.
SelviA. F.Kamhí-SteinL. D.de OliveiraL. C. (2018). Leadership, mentoring and transformation in English language teacher associations: A tripartite dialogue. In ElsheikhA.CoombeC.EffiongO. (Eds.), International perspectives on language teacher associations. Springer.
158.
ŞentunaE. (2002). The interests of EFL instructors in Turkey regarding inset content [Unpublished master's thesis]. Bilkent University, Ankara.
159.
SomekhB. (1995). The contribution of action research to development in social endeavours: A position paper on action research methodology’. British Educational Research Journal, 21(3), 339–355.
160.
Sparks-LangerG. M.ColtonA. B. (1991). Synthesis of research on teachers’ reflective thinking. Educational Leadership, 3, 37–44.
161.
StanS. A.StancoviciV.PaloşR. (2013). Teachers’ attitude towards continuous professional training. Procedia-Social and Behavioral Sciences, 84, 1722–1726.
162.
StemmeA.BurrisS. (2005). The art of teacher reflection. The Agricultural Education Magazine, 77(6), 25–26.
163.
SweigardT. (2007). Becoming a reflective practitioner as a preservice educator. E-Journal for Student Teachers and New Teachers, 1(2), 1–8.
164.
TajikL.PakzadK. (2016). Designing a reflective teacher education course and its contribution to ELT teachers’ reflectivity. Australian Journal of Teacher Education, 41(9), Retrieved from http://ro.ecu.edu.au/ajte/vol41/iss9/4.
165.
TangE.LeeJ.ChunC. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90–107.
166.
TedickD. (2005). Second language teacher education perspectives. Lawrence Erlbaum.
167.
TerceroT. (2018). Opportunities for leadership development in the service of language teacher associations. In ElsheikhA.CoombeC.EffiongO. (Eds.), The role of language teacher associations in professional development. Second language learning and teaching. Springer. https://doi.org/10.1007/978-3-030-00967-0_19.
168.
TomakB.KaramanA. C. (2013). Mentoring in a professional development program for novice teachers at a state university in Turkey: A qualitative inquiry. The International Journal of Research in Teacher Education, 4(2), 1–13.
TorffB.(2005). Assessment of teachers’ attitudes about professional development educational and psychological measurement. 65(2005), 820–830.
171.
TorffB.SessionsD. (2008). Factors associated with Teachers’ attitudes about professional development. Teacher Education Quarterly, 35, 123–134.
172.
TownsendA. (2010). Action research. In HartasD. (Ed.), Educational research and inquiry: Qualitative and quantitative approaches (pp. 131–144). Continuum.
173.
Tschannen-MoranM.Woolfolk HoyA. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
174.
Tschannen-MoranM.Woolfolk HoyA. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956.
175.
UrP. (2014). Where do we go from here?Method and pedagogy in language teaching Explorations in English Language and Linguistics, 2(1), 3–11. https://doi.10.1515/exell-2016-0001
176.
ValcanosE.GiossiS.AnastasiadouS. (2010). Certified adult educators’ attitudes towards continuing education. Review of European Studies, 2(1), 61–71.
177.
WallaceM. (1991). Training foreign language teachers: A reflective approach. University Press.
178.
WangG. (2005). Humanistic approach and affective factors in foreign language teaching. Sino-US English Teaching, 2(5), 1–5. https://doi.org/10.4304/jltr.4.1.45-51
WheatleyK. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22. https://doi.org/10.1016/S0742-051X(01)00047-6
181.
WinklerG. (2001). Reflection and theory: Conceptualising the gap between teaching experience and teacher expertise. Educational Action Research, 9(3), 437–449.
182.
WoolfolkA. E.HoyW. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81–91. https://doi.org/10.1037/0022-0663.82.1.81
183.
Woolfolk HoyA.Burke-SperoR. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356.
184.
WyattM. (2010). An English teacher's Developing self-efficacy beliefs in using group work. System, 38(4), 603–613.
185.
WyattM. (2016). Engaging language teachers in research: Achieving psychological and educational benefits. In K.DikilitaşM.WyattJ.HanksD.Bullock (Eds.), Teachers engaging in research (pp. 59–68). IATEFL publications.
186.
WyattM.DikilitaşK. (2015). English language teachers becoming more efficacious through research engagement at their turkish university. Educational Action Research. https://doi.org/10.1080/09650792.2015.1076731
187.
YamanS. (2004). An action research study on teacher development: A constructivist approach [Unpublished Doctoral Thesis]. The University of Cukurova, Adana.
188.
YıldırımA.ŞimşekH. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
189.
YÖK (2020). Yeni öğretmen yetiştirme lisans programları. Retrieved from https://www.yok.gov.
tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeniogretmen-yetistirme-lisans-programlari.
190.
YostD. S. (2002). Reflection and self-efficacy: Enhancing retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33(4), 59–76.
191.
ZaretskiiV. (2009). The zone of proximal development: What vygotsky did not have time to write. Journal of Russian & East European Psychology, 47(6), 70–93. https://doi.org/10.2753/RPO1061-0405470604
