Email this article 
.png)
.png)
Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development
Abstract
Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.
Keywords
Full Text:
PDFReferences
Astika, G. (2014). Reflective teaching as alternative assessment in teacher education: A case study of pre-service teachers. TEFLIN Journal, 25(1), 16-32.
Bartlett, L. (1990). Teacher development through reflective teaching. In J. C. Richards and D. Nunan (eds). Second Language Teacher Education. New York: Cambridge University Press.
Bayley, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: the self as source. Boston, MA: Heinle & Heinle
Farrell, T. S. (2007). Reflective language teaching: From research to practice. London: Continuum International Publishing Group.
Farrell, T. S. (2012). Reflecting on reflective practice: (Re) Visiting Dewey and Schӧn. TESOL Journal, 3(1), 7–16. https://doi.org/10.1002/tesj.10
Farrell, T. S. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York: Routledge. Retrieved from https://books.google.co.id/books?hl=en&lr=&id=_licBQAAQBAJ&oi=fnd&pg=PP1&dq=Farrell,+2014+reflection&ots=MZMYYNbvcU&sig=jiVDutAPDSpBtxD7WueBQJ8h4iY&redir_esc=y#v=onepage&q&f=false
Killon, J., & Todnew, G. (1991). A process of personal story building. Educational Leadership, 48(6), 14–16.
Lane, R., McMaster, H., Adnum, J. & Cavanagh, M. (2014). Quality reflective practice in teacher education: a journey towards shared understanding. Reflective Practice: International and Multidisciplinary Perspective, 15 (4), 480-494
Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. https://doi.org/10.1177/0022487102053001004
Mannen, V. M. (1991). The tack of teaching: The meaning of pedagogical thoughtfulness. SUNY Press. Retrieved from https://books.google.co.id/books?hl=id&lr=&id=HQuR61pFe5YC&oi=fnd&pg=PR11&dq=Van+Maanen+(1991)+the+tact+of+teaching&ots=XAh16hfbD4&sig=4gfsih03hz6xUgl2ifOKmjcYPk&redir_esc=y#v=onepage&q=reflection before action&f=false
National, M. of E. (2007). Standar kualifikasi akademik dan kompetensi guru. Jakarta
The Government of Republic of Indonesia. https://doi.org/10.1017/CBO9781107415324.004
Richards, J. C., & Farrell, T. S. C. 2005. Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
Schӧn, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books Inc.
Smith, E. (2011). Teaching critical reflection. Teaching in Higher
Education, 16 (2), 211-223.
Soisangwarn, A., & Wongwanich, S. (2014). Promoting the reflective teacher through peer coaching to improve teaching skills. Procedia - Social and Behavioral Sciences, 116, 2504–2511. https://doi.org/10.1016/j.sbspro.2014.01.601
Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings. Procedia - Social and Behavioral Sciences, 199, 163–171. https://doi.org/10.1016/j.sbspro.2015.07.501
Wallace, M. J. (1991). Training foreign language teachers: a reflective approach. Cambridge: Cambridge University Press
Yanuarti, E.; Treagust, D. F. (2016). Reflective teaching practice: Teachers‟ perspectives in an Indonesia Context. Continuing Professional Development, 4(3), 280–284. https://doi.org/10.2991/icse-15.2016.60
Zwozdiak-Myer, P. (2012). The teacher’s reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. New York, NY: Routledge.
DOI: https://doi.org/10.20961/ijpte.v4i1.26082
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Joko Nurkamto, Teguh Sarosa
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
