Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

Ahsanu, Muhamad; Purwati, Tuti; Wardani, Erna

doi:10.24093/awej/vol11no4.18

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…Previous research explores the use of reflexivity in teacher research. Ahsanu [1] categorizes teachers' selfreflection into three stages, highlighting their contributions to personal development. Wyatt [19] and Consoli [5] advocate for incorporating reflexive research based on Bourdieu's sociological field theory, emphasizing the importance of personal 'stories' in shaping pedagogical philosophies and teaching styles.…”

Section: The Integration Of Reflexive Research and English Language T...mentioning

confidence: 99%

A Reflexive Teacher: The Empathic Effect on the Teaching of Telling Chinese Stories Well

Wei,

Fan

2024

Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–

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The imperative to proficiently convey 'China's story' in English, as mandated by foreign language programs, places heightened demands on students' language skills. Teachers in English public speaking classes, specialized platforms for this purpose, encounter challenges in refining pedagogical approaches. While existing research offers pedagogical suggestions, incorporating direct student feedback is crucial for further refinement. Teachers, understanding the importance of empathy, should optimize their methodologies by integrating reflexivity, drawing on personal experiences to establish rapport. This approach enhances student engagement, cognitive processes, and teaching discourse, contributing to effective narration of China's story through professional skills training and real-life connections to speech topics.

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Section: The Integration Of Reflexive Research and English Language T...mentioning

confidence: 99%

A Reflexive Teacher: The Empathic Effect on the Teaching of Telling Chinese Stories Well

Wei,

Fan

2024

Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–

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“…Indonesian ELT practitioners have practiced such a model of self-learning and development. Indonesian ELT practitioners did perform RP in the form of the adjustment and modification of their teaching materials, their teaching approach, and the search for ways to stimulate their students to practice their English (Ahsanu, Purwati & Wardani, 2020). Undoubtedly, all these aspects are critical to improve and develop the quality and efficacy of classroom teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Reflective Practice: its Contributions for Initial Pre-service Teachers and Further Teachers’ Professional Development

Ahsanu

2021

jpkmi. jurnal. pengabdi. kpd. masy. indonesia.

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This article deals with the notion of reflective practice (RP) and how it may contribute to the professional development in teacher education programs especially for pre-service teachers and in-service teachers within the context of Indonesia. It aims to explore and explain the stance and features of RP and how it can serve to help both pre-service and in-service teachers improve their teaching quality and develop their teaching professionalism, especially those involved in English language teaching (ELT). This article examines the feasibility of this concept to be applied in Indonesian pedagogical contexts. Being widely accepted as an empowering teaching mode practice in most parts of the world, this RP plays a central role in triggering teachers' professional development, leading the teachers to be self-learning, autonomous learning, self-evaluating, and problem-solving-oriented practitioners. The research method used in this article is library research, through which the standpoint and characteristics of RP are explored and disclosed, and RP's potential can be maximized systematically. This library research method is realized based on the five research problems posed in this article. The same data on RP were extracted from research articles and textbooks on RP. The main findings suggest such aspects as the conceptualization of RP, defining features of RP practitioners, benefits teachers can gain from RP, and potential contributions of RP for both pre-service and in-service teachers' teaching competence and continual professional development. Hence, this RP article potentially provides a meaningful paradigm for language teachers and enriches their pedagogical repertoire. Thus, this article brings about two important notes. First, it theoretically portrays how RP can meaningfully affect the efficacy of ELT practice in Indonesia. Secondly, it fundamentally sets out RP conceptualization as the basis for professional teaching practice through continuous learning and development. That is, learning to develop through a critical self-evaluation of teachers' teaching practice

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Teaching Practicum in English Language Teaching (ELT): A Systematic Review

ŞAHİN

2023

International Journal of Educational Spectrum

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As a three-handed social process including pre-service teachers, teacher educators from academia, and mentor teachers from schools of practice, teaching practicum, with its reflective and collaborative notions, has recently gained more interest in the field of English language teaching (ELT). In this regard, this systematic review aimed to find out recent research based on teaching practicum in ELT. Regarding the PRISMA guidelines and clear eligibility criteria, the review included a total of 24 research articles based on the ELT teaching practicum. Of the articles, the majority were qualitative studies and mostly conducted in EFL (English as a foreign language) contexts such as Türkiye and Indonesia. MAXQDA (v.2020) software-based content analysis was conducted to analyse data, and the findings were demonstrated via tables including themes, categories, and codes. The study concluded that teaching practicum has several professional (e.g., theoretical and practical awareness, classroom management, and reflective practice) and personal gains (e.g., positive beliefs and attitudes toward ELT, reflectivity, more interaction and communication, and self-confidence) for pre-service ELT teachers. On the other hand, the selected studies also stressed negative professional aspects (e.g., the incompatibility between theory and practice, lack of feedback, and inefficient mentoring) and personal (e.g., lack of reflectivity, adaptation problems, and lack of social contact). The review lastly included implications revealed by these studies to shed light on the issue of ELT practicum for supporting further research.

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Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

Cited by 3 publications

References 8 publications

A Reflexive Teacher: The Empathic Effect on the Teaching of Telling Chinese Stories Well

A Reflexive Teacher: The Empathic Effect on the Teaching of Telling Chinese Stories Well

Reflective Practice: its Contributions for Initial Pre-service Teachers and Further Teachers’ Professional Development

Teaching Practicum in English Language Teaching (ELT): A Systematic Review

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