Defining reflective practice from the Indonesian novice EFL teachers’ perspective

Derinalp, Pelin

doi:10.1080/14623943.2022.2064445

Cited by 3 publications

(2 citation statements)

References 48 publications

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“…In other words, teachers did not recognize reflective teaching due to their lack of knowledge of it. In addition, Derinalp, (2022) suggests that in order for practitioners to gain a comprehensive understanding of the term, teacher education and training programs are encouraged to include a reflective practice module. Her study reveals that the EFL teachers understood reflective practice as a strategy for problem solving, wherein activities such as an activity for sharing knowledge, a flashback process for improving teaching practices, and a tool for professional development.…”

Section: Methodsmentioning

confidence: 99%

Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives

Jemadi¹,

Fatmawati²,

Par³

et al. 2023

VELES

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The role of reflection in enhancing teacher professional development and its impact on the quality of education is widely recognized. By reflecting on their teaching practices, teachers can make more informed decisions when planning, implementing, and evaluating their teaching activities. This study aims to identify the inhibitory factors that prevent EFL teachers from engaging in reflective teaching practices. The study utilized the Inhibitors to EFL Teachers' Reflective Teaching Questionnaire (IETRTQ) to gather data from 97 English teachers in junior high schools in East Manggarai regency, East Nusa Tenggara province, Indonesia. The data were analyzed using SPSS software to assess the level of agreement among participants regarding the inhibiting elements of reflective teaching practices in their teaching activities. The findings suggest that the teachers had a moderate awareness of the inhibitory factors that hinder their reflective teaching practices, with 69 teachers (71.13%) acknowledging these barriers. The implications of these findings are discussed, highlighting the need for targeted interventions and support to help teachers overcome these inhibitory factors and enhance their professional development.Bagian Atas Formulir

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Section: Methodsmentioning

confidence: 99%

Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives

Jemadi¹,

Fatmawati²,

Par³

et al. 2023

VELES

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show abstract

“…This approach fosters a sense of appreciation and introspection over their advancement in writing skills. Therefore, reflective practice significantly benefits teachers by enhancing problem-solving, improving teaching practices, fostering knowledge sharing, and facilitating professional development, while also playing a crucial role in the growth and advancement of student teachers' learning (Derinalp, 2022).…”

Section: Emotionmentioning

confidence: 99%

Photovoice in EFL Essay Writing: Student

Militansina

2023

JELL

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Although research regarding writing for English as a foreign language has been much discussed and reported, little empirical evidence addresses photovoice, which documents the student teachers’ learning experience on essay writing in the Asian context. To fill this void, this article reports on a case study investigating the student teachers' learning experience on essay writing using photovoice. The research findings indicate that integrating photovoice in EFL writing instruction positively influenced student teachers' self-awareness, motivation, and reflective learning habits. Student teachers reported increased engagement in the writing process, improved self-evaluation and peer evaluation skills, and a greater sense of agency in addressing writing challenges, ultimately leading to enhanced writing proficiency and confidence. This study reveals the positive impact of photovoice in EFL writing instruction for Asian student teachers, enhancing self-awareness, motivation, and reflective learning habits and improving writing proficiency and confidence.

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Adopting digital storytelling in English classrooms: lessons learned from Indonesian EFL teachers’ reflective practice

Drajati

Rakerda

Martono

et al. 2023

Reflective Practice

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Defining reflective practice from the Indonesian novice EFL teachers’ perspective

Cited by 3 publications

References 48 publications

Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives

Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives

Photovoice in EFL Essay Writing: Student

Adopting digital storytelling in English classrooms: lessons learned from Indonesian EFL teachers’ reflective practice

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