Class Reflective Essay

At the end of TPD course, which consisted of some weekly journal writings and reflection writings, discussions on seminal articles in the field, sharing experiences with classmates who were teachers of English and finally conducting a research project. Throughout this 14 weeks of intense course, I enriched my knowledge on TPD. Besides, I also detected some TPD practices that I had been doing intuitively and I renew my knowledge on TPD. This course caused some changes in my perception of teacher and TPD. Although I had always been trying to search my classes to detect any deficiencies in my teaching or any problems in the class, and afterwards to find some solutions to make my teaching more effective, I had not realized that the teacher in the teaching context could be so functional. Previously, for me, teachers were

Although I was aware of the fact that teachers had to consider developing themselves as much as they could do, I regarded TPD mostly as institutionally organized events at the end of which teachers gain new qualifications. So, it was a kind of teacher training for me. But now I regard TPD with its many aspects such as institution, colleagues, peers, and teachers themselves as the agents of TPD in many practices such as journal writing, self-observation, peer observation, coaching, discussion group, etc.. I think I can see the big picture of TPD better now. Before the course, I did not know that TPD was the main issue during and after teacher education and teaching practices. Meeting the vast number of research on the field with different perspectives amazed me. The studies are related to not only to language teachers but the teachers of any area, not only to Europe or Asia but to many different parts of the world, not only from researchers’ perspective but also from teachers’ or students’ perspective mostly with qualitative oriented