This article explores the nature of reflective practice in a professional development process based on lesson study. The authors examine how a lesson study model initiates reflection as a meta‐action scaffolding reflective practice among teachers of English as a foreign language (EFL) at a university in Turkey. Fieldnotes, interviews, and audio diaries were used to collect both introspective and retrospective data. These data sources enabled the researchers to focus on reflective action both as a process and as a product. Using thematic content analysis, the research demonstrates how reflective practice permeates lesson study as teachers reflect on their practice both individually and collaboratively. Moreover, the research also shows how teacher agency can be promoted in reflective practice throughout lesson study. The findings reveal how reflection as meta‐action in lesson study can support transformative teacher agency among EFL teachers.

中文翻译：

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反思为元行动：课程学习和EFL教师专业发展

本文基于课程研究，探讨了专业发展过程中反思性实践的本质。作者研究了课程学习模型如何在土耳其一所大学的英语作为外语（EFL）的教师中发起反思，并将其作为一种元行动支架来反思实践。实地考察，访谈和音频日记被用于收集内省和回顾性数据。这些数据源使研究人员可以将注意力集中在过程和产品上的反射动作上。使用主题内容分析，该研究表明反思性练习如何渗透到课程学习中，因为教师可以单独或协作地反思他们的练习。此外，研究还显示了在整个课程学习中如何在反思性实践中提高教师的代理能力。