Reflective Teaching as a Tool for Teacher Professional Development

  • Dwi Riyanti Universitas Tanjungpura
Abstract views: 352 , pdf downloads: 703
Keywords: reflective teaching, teacher profesionalism, english language teaching

Abstract

Reflection has long been known as an important component for teacher professional development, and it has been widely researched. However, little is known about how teachers reflect on their teaching. Aiming at finding out how in-service English as a foreign language (EFL) teachers reflect on their teaching activities and how their self-reflection impacts their professionalism, the current study employs a qualitative case study as its research design. It involved six in-service EFL teachers at various levels of education, such as kindergarten, elementary, junior, and senior high schools, who were taking the postgraduate program in English Education at FKIP Universitas Tanjungpura as the research participants. The data for this study were obtained through questionnaires and interviews, as well as the written analysis of participants' teaching videos. After being analyzed qualitatively, the findings of this study indicate that most respondents reflect on their teaching activities at a very basic level. In relation to the impact of their reflective teaching on their professionalism, however, overall, respondents thought that their reflection activities helped them know their weaknesses and strengths in teaching, which encouraged them to become better teachers.

Downloads

Download data is not yet available.

References

Ahmad, I., Said, H. B., Zeb, A., Rehman, S. ur, Ahmad, S., & Khan, W. (2013). How reflective practice improves teachers’ classroom teaching skill? Case of community based schools in district Chitral, Khyber Pakhtunkhwa. Academic Research International, 4(1), 73–81.

Disu, A. (2017). A Phenomenological Study on Reflective Teaching Practice [Dissertation]. Concordia University.

Fakazli, Ö., & KuruGönen, S. İ. (2017). Reflection of reflection: EFL University instructor’s perceptions on reflective practices. H.U Journal of Education, 32(3), 708–726.

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73–85.

Lamb, J. (2017). How do teachers reflect on their practice? A study into how feedback influences teachers’ reflective practice. The STeP Journal, 4(4), 94–104.

Levis, J., & Farrell, T. S. C. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. TESOL Quarterly, 41, 193–201. https://doi.org/10.1002/j.1545-7249.2007.tb00049.x

Lubis, A. H. (2017). Teaching reflection: A voice from Indonesian EFL teachers. International Journal of English Language Teaching and Linguistics, 2(1), 29–39.

Lubis, A. H. (2018). Reflective teaching toward EFL teachers' professional autonomy: Revisiting its development in Indonesia. International Journal of Education, 11(1), 35–49.

Manen, M. van. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1(1), 33–50.

Moradkhani, S. (2019). EFL teachers’ perceptions of two reflection approaches. ELT Journal, 73(1), 61–71. https://doi.org/10.1093/elt/ccy030

Moradkhani, S., & Shirazizadeh, M. (2017). Context-based variations in EFL teachers’ reflection: The case of public schools versus private institutes in Iran. Reflective Practice, 18(2), 206–218. https://doi.org/10.1080/14623943.2016.1267002

Nguyen, C. D. (2017). Connections between learning and teaching: EFL teachers’ reflective practice. Pedagogies: An International Journal, 12(3), 237–255. https://doi.org/10.1080/1554480X.2017.1356725

Sunra, L., Haryanto, & Sahril, N. (2020). Teachers’ reflective practice and challenges in an Indonesian EFL secondary school classroom. International Journal of Language Education, 289–300. https://doi.org/10.26858/ijole.v4i2.13893

Tosriadi, T., Asib, A., Marmanto, S., & Azizah, U. (2018). In-service EFL teachers’ experiences of conducting reflective practice as continuing professional development. International Journal of Language Education, 52–64. https://doi.org/10.26858/ijole.v2i2.6208

Uştuk, Ö., & De Costa, P. I. (2021). Reflection as meta‐action: Lesson study and EFL teacher professional development. TESOL Journal, 12(1), 1–16. https://doi.org/10.1002/tesj.531

Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39–49.

Published
2021-12-29
How to Cite
Riyanti, D. (2021). Reflective Teaching as a Tool for Teacher Professional Development. English Education:Journal of English Teaching and Research, 6(2), 101-110. https://doi.org/10.29407/jetar.v6i2.16526