Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators

Cirocki, Andrzej; Widodo, Handoyo Puji

doi:10.30466/ijltr.2019.120734

Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators

Document Type : Original Article

Authors

Andrzej Cirocki ¹

Handoyo Puji Widodo ²

¹ University of York

² King Abdulaziz University

10.30466/ijltr.2019.120734

Abstract

This article presents how reflective practice is promoted through continuing professional development (CPD) workshops for pre- and in-service EFL teachers in Indonesia. The purpose of such workshops is threefold: to encourage teachers to take responsibility for their professional growth; to guide teachers in selecting specific aspects of practice for further development; and to stimulate teachers to reflect individually and collectively on the teaching-learning process to deliver successful lessons and maximise student learning. With this in mind, the current contribution starts by operationalising the concept of reflective practice and describing reflective practitioners. It also details when, how and why English language practitioners should engage in reflective practice. The article concludes with a set of useful activities that help transform English language teachers into reflective practitioners.

Keywords

reflection

reflective practice

reflective practitioner

teacher education

TESOL