Abstract
<p>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.</p>
Highlights
Teaching as a profession demands a continuous effort in the professional development of teachers as the main teaching practitioners
From the 11 professional development strategies proposed by Bailey, Curtis, and Nunan (2001), this study focuses on reflective teaching due to its urgency in the Indonesian context
Two major themes inform the success of the training: the development of teachers’ understanding of the reflective teaching concept and their knowledge about the concept of good English language teaching
Summary
Teaching as a profession demands a continuous effort in the professional development of teachers as the main teaching practitioners. Becoming a professional teacher does not end with one’s pre-service or even in-service teacher education; rather, it is a lifelong endeavour and a way of being. With this in mind, a teacher needs to develop professionally (Wong, 2013). Professional development should be relevant to the needs of teachers and lead to positive changes in teaching behaviour (Stroupe dan Kimura, 2013). From the 11 professional development strategies proposed by Bailey, Curtis, and Nunan (2001), this study focuses on reflective teaching due to its urgency in the Indonesian context
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