This study describes the similarities and differences in the reflections of experienced and novice teachers of English who watch a video recording of the same English lesson, and compares the findings to those of Krull,Oras and Sisask’s (2006) study. Social-constructivist literature is reviewed to define what reflective thinking is and how it is defined. In the study five experienced and five novice teachers working in Turkish secondary schools were asked to reflect ,in as much detail as possible, on the video recording of the English lesson taught in a state primary school. Teachers’ reflections while watching the video were videotaped but not interrupted or guided in any way at all in order to not interfere with the authenticity and spontaneity of their reflections. This was also used to ensure the consistency of the process. Findings of the study revealed that experienced and novice teachers produced different reflections while watching the same videotaped lesson. However, there were also some similarities among the reflections of the participants such as the presence of some classroom management features and lack of reaction to linguistic mistakes produced during the lesson by the teacher and the students alike. When the findings of this study are compared with those of Krull,Oras and Sisask (2006), both similarities and differences are observed. Finally, it has been argued that social-constructivist perspectives offer valid arguments about reflection based pedagogy. The study concludes with suggestions for further research.
To confirm the significance and practical outcomes of this recent research, the findings of this study will soon be disclosed to the teacher whose instruction was videotaped on the outset of this work and the result will be included in the final confinement of this proposal.