Blurb:

Chapter four is a study sharing perspectives in an in-service teacher education context. Aydın and Çomoğlu, in their chapter, explore collaborative reflection through “Reflective Practice Groups” (RPGs), and investigate the effects of such reflection on teachers’ professional development in an in-service training program. The chapter focuses not only on the RP tools used in the process, but also on the insights gained into the value of RPGs as a professional development model. Aydın and Çomoğlu’s insightful suggestions and implications may form the basis for ELT institutions applying similar model of in-service teacher training.