Abstract
This study investigated the EFL teachers’ perception and practices of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through semi-structured interview, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Inadequate knowledge and workload were identified by the EFL teachers as the challenges to reflection.
Highlights
Teaching profession nowadays becomes more challenging and more complex and demands individual teachers to continuously reshape their knowledge about teaching and learning. Richards & Farrell (2005) argued that individual teachers within the field of language education must constantly reshape their knowledge of teaching and learning throughout their careers
The present study focuses on three research questions: 1) What are the EFL teachers’ perceptions about reflective practice in teaching? b) How do the EFL teachers apply reflective practice in their teaching? and c) What are the challenges that the EFL teachers encounter in applying reflective practice in their teaching?
The present study concluded that the EFL teachers perceived reflective practice as an evaluation process toward their teaching practice experiences which they considered important to understand their strengths and weaknesses in teaching
Summary
Teaching profession nowadays becomes more challenging and more complex and demands individual teachers to continuously reshape their knowledge about teaching and learning. Richards & Farrell (2005) argued that individual teachers within the field of language education must constantly reshape their knowledge of teaching and learning throughout their careers. Richards & Farrell (2005) argued that individual teachers within the field of language education must constantly reshape their knowledge of teaching and learning throughout their careers. Recent research in the area of language teacher education, according to Farrell (2018), indicated that the reshaping of such knowledge for language teachers is best undertaken the the umbrella of reflective practice. Many researchers look at reflective practice as the foundation for the highest professional competence (Zeichner & Liston, 1996; Valli, 1997; York-Barr et al, 2001). This indicates that reflective practice is urgent, if not compulsory, for sustainable teacher’s professional development
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
