Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development

Nuraeni, Nuraeni; Heryatun, Yayu

doi:10.24815/siele.v8i3.20221

Cited by 11 publications

(17 citation statements)

References 23 publications

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“…It makes them merely focus on concrete and simple aspects of teaching such as environment, students' motivation, and teaching method, without further critical investigation why such aspects exist in their teaching (Astuti & Drajati , 2022). Even though, the essence of reflective practice is not only restating what happened in the classroom, but also evaluating teaching activities (Sabgini & Khoiriyah, 2020), investigating strengths and weaknesses of teaching, and even finding out one's own teaching philosophy (Nuraeni & Heryatun, 2021).…”

Section: "The Next Meeting [I] Will Use Different Methods Which Is Mo...mentioning

confidence: 99%

“…They stated that EFL teachers encountered a plethora of challenges in practicing reflection due to their lack of understanding of reflective teaching. In the matter of fact, reflective practice theory is commonly given to pre-service teachers when they are in their late semesters, right before conducting teaching practicum (Nuraeni & Heryatun, 2021;Nurfaidah, 2017). Its purpose is to help them engage on the proper reflection.…”

Section: "The Next Meeting [I] Will Use Different Methods Which Is Mo...mentioning

confidence: 99%

“…Its purpose is to help them engage on the proper reflection. So that, they can link between theories they gain from campus and their practice of teaching in teaching practicum program (Barber, 2020;Nuraeni & Heryatun, 2021).…”

Section: "The Next Meeting [I] Will Use Different Methods Which Is Mo...mentioning

confidence: 99%

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Reflecting on Reflective Journals of Indonesian EFL Pre-Service Teachers to Examine Their Quality of Reflective Practice

Oktama

Fauziati

Rochsantiningsih

2023

AIJP

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Reflective practice is essential for teachers’ professional development. It leads teacher to shape and reshape their knowledge, and so forth a wide range of benefits can be achieved. However, to gain such benefits, teachers must have good quality of reflective practice. This qualitative case study aimed at investigating quality of reflective practice of four female EFL pre-service teachers in Indonesia. Framed with qualitative case study, this study employed online reflective journals as the main instrument to collect the data. The data were analysed deductively using content analysis. The results revealed that participants’ reflection tended to remain in the level of D1 and D2 which meant that they had tendency to merely retell and describe their teaching practice with limited evaluation. Only few of them were captured to reflect on the level of R1 and R2. In sum, although Indonesian EFL pre-service teachers had tendency to reflect in low level, it was interesting to find the fact that they sometimes reflected more critically in the level of R1 and R2. The result could be used as indicator that Indonesian EFL pre-service teachers had ability to reflect in a good way. Thus, following actions by related parties should be established in order to develop their abilities.

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Section: "The Next Meeting [I] Will Use Different Methods Which Is Mo...mentioning

confidence: 99%

Section: "The Next Meeting [I] Will Use Different Methods Which Is Mo...mentioning

confidence: 99%

See 1 more Smart Citation

Reflecting on Reflective Journals of Indonesian EFL Pre-Service Teachers to Examine Their Quality of Reflective Practice

Oktama

Fauziati

Rochsantiningsih

2023

AIJP

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“…It should be acknowledged that reflection practices are gaining momentum in various aspects of contemporary foreign language teaching (Fakazli & Gönen, 2017;Pham, 2022;Salih & Omar, 2022;Susanti, 2023;Synekop, 2020), as well as in teachers' professional development (Ardi, Widyaningsih & Widiati, 2023;Dayal & Alpana, 2020;Dumlao & Pinatacan, 2019;Fraser, Wotring, Green & Eady, 2022;Ningsih & Lengkanawati, 2023;Nuraeni & Heryatun, 2021), and medical staff training (Olmos-Ochoa et al, 2021). These practices are gradually being adopted by translation and interpretation training as well.…”

Section: Ways Of Reflection Practice Implementation In Contemporary T...mentioning

confidence: 99%

Digital Reflective Journal in the Translation Classroom: Does the Format Change the Game?

Korol

2024

LLT Journal

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Reflection is considered an integral part of modern translation classrooms, particularly within the framework of the social constructivist paradigm. To enhance its effectiveness, students' reflective activities should be supported with appropriate tools. This paper aims to compare the effectiveness of two formats of digital reflective journals. A mixed-methods research was conducted involving 34 third-year undergraduate translation students, who were divided into two sample groups (SG). They were instructed to accompany their translation submissions with reflective journal entries, either in a MS Word document (SG1) or in a digital reflective journal application (SG2). The research results indicated a statistically significant difference in the translation proficiency levels of students in the two SGs. Reflective journaling using a specific application resulted in better translation performance and higher quality journal entries over the term. This study highlights alternative approaches to reflective journal writing in translation classrooms. Future research could explore the evaluation of journal entries using digital tools.

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“…However, this study did not address the actual challenges and strategies associated with traditionally designing lesson plans, which teachers in various parts of Indonesia continue to struggle with. Nuraeni and Heryatun (2021) attempt to describe how pre-service English teachers might improve their professional skills by using reflective practice methodologies during teaching practicum. In their study, pre-service English teachers promote reflective recollection, action-reflection, and mentoring as effective methods for developing their teaching models.…”

Section: Introductionmentioning

confidence: 99%

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans

Akmal

Fitriah

Fadhilah

2022

SiELE

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The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.

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Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development

Cited by 11 publications

References 23 publications

Reflecting on Reflective Journals of Indonesian EFL Pre-Service Teachers to Examine Their Quality of Reflective Practice

Reflecting on Reflective Journals of Indonesian EFL Pre-Service Teachers to Examine Their Quality of Reflective Practice

Digital Reflective Journal in the Translation Classroom: Does the Format Change the Game?

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans

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