In-Service EFL Teachers Engagement in Reflective Practice: What Tools do In-service Teachers Utilize to Reflect their Teaching?

  • Anjar Nur Cholifah Universitas Sebelas Maret, Surakarta
  • Abdul Asib Universitas Sebelas Maret, Surakarta
  • Suparno Suparno Universitas Sebelas Maret, Surakarta


As long-life learners, teachers should not stop learning and evaluating their teaching-learning process. One of the ways to evaluate or reflect a teacher’s teaching is by conducting reflective practice. Reflective practice or sometimes called reflective teaching is not a new concept. In the education field, reflective teaching has been enforced as a means to develop teacher professionalism. This study aims at reviewing some reflective practice tools utilized by in-service teachers in reflecting their classroom performance as an attempt to improve their teaching. Two in-service teachers with teaching experience ranging from 3-10 years are concerned with this research. Data gained through interviews. The data collected are compiled by applying Miles, Huberman, & Saldana’s (2014) interactive model data analysis. The results of data analysis reveal the individual differences among in-service teachers’ preference in doing reflection toward their teaching. The finding of this study leads in-service teachers to know kinds of tools used in reflective practice in their teaching-learning process to improve their teaching quality and learning outcomes.


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How to Cite
CHOLIFAH, Anjar Nur; ASIB, Abdul; SUPARNO, Suparno. In-Service EFL Teachers Engagement in Reflective Practice: What Tools do In-service Teachers Utilize to Reflect their Teaching?. Pedagogy : Journal of English Language Teaching, [S.l.], v. 8, n. 1, p. 24-33, june 2020. ISSN 2580-1473. Available at: <>. Date accessed: 18 oct. 2021. doi:

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