This study tackles the lack of collective models to analyze teaching practices by employing a bottom-up and collaborative approach for engaging in Reflective Practice (RP) for English as a Foreign Language (EFL) teachers in a Mexican context. The Collective Accompaniment Model (CAM; Guillemette, 2014) served to develop reflection with peers at the same hierarchical level, allowing for reflection to evolve over time. The research question was “What are the contributions of other colleagues’ interactions to support reflective practice via collective accompaniment with EFL teachers in Mexico”? The methodology employed during the inquiry was action research (AR) with nine EFL teachers who had graduated or were in the last year of the BA TESOL degree in a public university in Guanajuato in Mexico. Data collection instruments such as verbal and written accounts of reflection were employed via the CAM, and data were analyzed using inductive and deductive coding. The findings show that the CAM provided a dialogic venue strengthening the reflective process. Each participant analyzed individual aspects of their professional practice through sharing experiences, creating a sense of togetherness, and belonging. This study calls for dialogic ways to carry out RP with EFL teachers in Mexico to adjust EFL teaching practices.
action research, collective accompaniment model, dialogic English as a Foreign Language (EFL), reflective practice (RP), socio-constructivism
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Houde, P. M. (2022). Reflective Practice Through Dialogic Interactions: Togetherness and Belonging Within a Collective of EFL Teachers in Mexico. The Qualitative Report, 27(6), 1485-1510. https://doi.org/10.46743/2160-3715/2022.4861