In-Service EFL Teachers Engagement in Reflective Practice: What Tools do In-service Teachers Utilize to Reflect their Teaching?
DOI:
https://doi.org/10.32332/pedagogy.v8i1.1960Keywords:
Reflective practice, Reflective teaching tools, teacher professional developmentAbstract
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.References
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Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education , 20-34.
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Schon, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Soisangwarn, A., & Wongwanich, S. (2015). Promoting the reflective teacher through peer coaching to improve teaching skills. ProcediSocial and Behavioral Sciences , 163-171.
Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings. Procedia- Social and Behavioral Sciences , 163-171.
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Yanuarti, E., & Treagus, D. F. (2016). Reflective Teaching Practice: Teacher' Perspectives in an Indonesia Context. Continuing Professional Development , 280-284.
Zalipour, A. (t.thn.). Reflective Practice. Dipetik August 10th, 2019, dari Teaching Development Unit: The University of Waikato: www.waikato.ac.nz
Zulkifar, T. & Mujiburrahman. (2017). Understanding own teaching: Becoming reflective teachers through reflective journals. Diambil kembali dari Reflective Practice: doi: 10.1080/14623943.2017.12959337
Al-Ahdal, A.A & Al-Awaid, S. A. (2014). Reflective teaching and language teacher education programmes: A milestone in Yeemen and Saudi Arabia. Journal of Language Teaching and Research , 759-768.
Azizah, U. A. (2018). In-service teachers' perceptions of reflective teacher diary to promote professional development. International Journal of Multicultural and Multireligious Understanding , 1-8.
Boody, R. M. (2008). Teacher reflection as teacher change, and teacher change as moral response. Education , 498-506.
Choy, S. C., & Oo, P. S. (2012). Reflective Thinking and Teaching Practices: A Precursor for Incorporating Critical Thinking into the Classroom. International Journal of Instruction , 167-182.
Cresswell, J. (2009). Research design: Qualitative, quantitave, and mixed methods approaches. London: SAGE Publications, 3rd Edition.
Dewey, J. (1993). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Health.
Dyke, M. (2006). The role of the 'Other' in reflection, knowledge formation and action in a late modernity. International Journal of Lifelong Education , 105-123.
Farrell, T. S. (2012). Reflecting on Reflective Practice: (Re) Visiting Dewey and Schon. TESOL Journal , 7-16.
Farrell, T. S. (2015). Reflective Language Teaching: From Research to Practice. London, UK: Continuum.
Farrell, T. S. (1999). Understanding Reflective Teaching. Teaching and Learning , 52-63.
Fatemipour, H. (2009). The Effectiveness of Effective Teaching Tools in Englsh Language Teaching. The Journal of Modern Thoughts in Education .
Fatemipour, H. (2013). The Efficiency of the Tools Used for Reflective Teaching in ESL Contexts. Procedia-Social and Behavioral Sciences , 1398-1403.
Genc, Z. S. (2010). Teacher autonomy through reflevtive journals among teachers of English as a foreign language in Turkey. Teacher Development , 397-409.
Hancock, B. (2002). An introduction to qualitative research. Nottingham, UK: Trent Focus Group.
Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education , 1884-1892.
Jaegar, E. (2013). Teachers' reflection: supports, barriers, and supports. Issues in Teacher Education .
Jung, J. (2012). The focus, role, and meaning of experienced teachers' reflection in physical education. Physical Education and Sport Pedagogy , 157-175.
Lee, H. J. (2005). Understanding and assessing preservice teachers' reflective thinking. Teaching and teaccher education , 699-715.
Malik, R. &. (2014). Researcher methods: A guide for first time reseacher. Bandung: UPI Press.
Mathew, P., Mathew, P., & Peechattu, P.J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology (APJECT) , 126-131.
Mile, M.M. & Huberman, A.M. (1994). Qualitative data analysis: An expanded source book. USA: SAGE Publication, Inc., 2nd Edition.
Miller, B. (2010, March). Brookfield's Four Lense: Becoming a Critically Reflective Teacher. Dipetik August 12nd, 2019, dari https://valenciacollege.edu/faculty/development/courses-resources/documents/brookfield_summary.pdf
National, M. of E. (2007). Standar Kualifikasi Akademik dan Kompetensi Guru. Diambil kembali dari https://doi.org/10.1017/CB09781107415324.004
Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. New York, NY: Cambridge University Press.
Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education , 20-34.
Schon, D. A. (2016). The reflective practitioner: How professionals think in action. New York, NY: Routledge.
Schon, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Soisangwarn, A., & Wongwanich, S. (2015). Promoting the reflective teacher through peer coaching to improve teaching skills. ProcediSocial and Behavioral Sciences , 163-171.
Susoy, Z. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings. Procedia- Social and Behavioral Sciences , 163-171.
Tice, J. (t.thn.). Reflective teaching: Exploring our own classroom practice. Dipetik April 4th, 2019, dari https://www.teachingenglish.org.uk/article/reflective- teaching-exploring-our-own-classroom-practice
Van Mannen, M. (2016). The meaning of pedagogical thoughtfulness. New York, NY: Routledge.
Yanuarti, E., & Treagus, D. F. (2016). Reflective Teaching Practice: Teacher' Perspectives in an Indonesia Context. Continuing Professional Development , 280-284.
Zalipour, A. (t.thn.). Reflective Practice. Dipetik August 10th, 2019, dari Teaching Development Unit: The University of Waikato: www.waikato.ac.nz
Zulkifar, T. & Mujiburrahman. (2017). Understanding own teaching: Becoming reflective teachers through reflective journals. Diambil kembali dari Reflective Practice: doi: 10.1080/14623943.2017.12959337
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2020-06-02
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