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

Document Type : Original Article

Authors

1 University of York

2 King Abdulaziz University

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

Iranian Journal of Language Teaching Research
Volume 7, Issue 3 (Special Issue)
October 2019
Pages 15-35

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History

  • Receive Date: 10 August 2019
  • Revise Date: 31 August 2019
  • Accept Date: 10 September 2019

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