scholarly journals Exploring novice EAP teacher’s self-reflection as a platform for professional development

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Practice ◽  
English Education ◽  
Single Case ◽  
English For Academic Purposes ◽  
Language Teachers ◽  
Theory And Practice ◽  
Self Reflection ◽  
Development Data

Novice English for Academic Purposes (EAP) teachers are inevitably confronted with complex issues in their first year of teaching. This is particularly relevant in Indonesia, where EAP teachers are graduates of English Education departments and have no initial preparation for their tasks of teaching EAP. Professional reflection has the potential to assist novice language teachers, particularly those who teach EAP, to negotiate complex aspects in their teaching practice. For this reason, this single case study explored one participant’s understandings of and experiences with self-reflection as a form of professional development. Data were garnered from a single semi-structured, open-ended interview. The findings of the study suggest that the participant made use of reflective practice to merge theory and practice and build a systematic inquiry to construct his professional identity, which led to evidence-based decision making processes. Further, professional reflection also assisted him in negotiating challenges and engage in problem solving processes. Finally, reflective practice enabled the participant to consider institutional provisions and expectations for teacher professional development, which showcased his needs for professional development as a novice teacher.

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

2021 ◽  
Vol 2 (2) ◽  
pp. 102-116
Author(s):  
Muhamad Ahsanu
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Research Method ◽  
English Language ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Language Teachers ◽  
English Language Teaching ◽  
Library Research ◽  
Teachers Professional Development

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

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

scholarly journals Academic literacy across the curriculum: Towards a collaborative instructional approach

2016 ◽  
Vol 51 (3) ◽  
pp. 349-364 ◽  
Author(s):  
Ursula Wingate
Keyword(s):  
Professional Development ◽  
Literacy Development ◽  
Intervention Study ◽  
Teaching Practice ◽  
Academic Discipline ◽  
Academic Literacy ◽  
Integrated Approach ◽  
English For Academic Purposes ◽  
Learning Needs ◽  
Conference Theme

I respond to the conference theme ‘English across the Curriculum’ by suggesting that ‘Academic literacy’ should be taught across the curriculum. I first explain the concept of academic literacy, which describes the range of abilities that students have to acquire when starting out in a new academic discipline. I then discuss the dominant instructional provision at universities. As this provision fails to address students’ real learning needs, I argue for curriculum-integrated academic literacy instruction that is based on the collaboration between English for academic purposes (EAP) specialists and subject lecturers. I provide examples of collaborative, discipline-specific approaches to supporting student learning, and present some insights from an intervention study that I have carried out to explore feasible ways of teaching and collaboration. Finally, I discuss the need for lecturer training to achieve a curriculum-integrated approach, and report on my experience of running a professional development module which aimed to enable lecturers to embed academic literacy development into their teaching practice.

scholarly journals Digital Storytelling to Unlock Reflective Practice in the Classroom

2018 ◽  
Vol 14 (11) ◽  
pp. 52
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Learning Styles ◽  
Reflective Practice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Teaching Method ◽  
Single Case ◽  
Video Recording ◽  
Teaching Profession ◽  
Teaching Literature

It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children&rsquo;s literature as well as use digital storytelling as a tool for reflective practice in teacher education.

scholarly journals Using the Power of Student Reflection to Enhance Professional Development

2007 ◽  
Author(s):  
Sonia Zimmerman ◽  
Debra Byram Hanson ◽  
Jan Stube ◽  
Janet Jedlicka ◽  
Lavonne Fox
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Education ◽  
Student Evaluation ◽  
Evaluation Process ◽  
Education Programs ◽  
Self Reflection ◽  
Student Reflection ◽  
Continuing Competency ◽  
Future Practice

Student personal and professional development is an area of increasing importance in professional education programs. The practitioner of the future needs to be able to reflect and self-assess his/her learning in order to take intentional steps toward developing or continuing competency. The purpose of this article is to describe the evolution of one program’s process of incorporating self-reflection and feedback as an integral part of the curriculum. Examples of the guiding questions are included. The value of a self-reflective student evaluation process in the development of reflective practice and its implementation within a professional healthcare curriculum and future practice environments are discussed.

scholarly journals Rediscovering the Self Through Self-Reflection and Transformative Learning

2015 ◽  
Vol 9 (1) ◽  
pp. 237-247
Author(s):  
Vanden Thong
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Educational Programs ◽  
The Self ◽  
Self Reflection ◽  
Studying Abroad ◽  
Potential Benefits ◽  
Personal Reflections

This article explores the relevancy and potential benefits of self-reflection and reflective practice in promoting personal and professional development. In addition, it reviews the concept of transformative learning in conjunction with self-reflection since the two constructs connect to each other as well as to the process of human development. Moreover, different educational programs and activities that increase the likelihood of change and transformation are discussed. Lastly, this article concludes with my personal reflections on my learning and growth as I adapted to change and navigated new environments while studying abroad in Great Britain.

scholarly journals Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development

2020 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
English Teachers ◽  
Reflective Teaching ◽  
Intensive Training ◽  
Teacher Professional ◽  
Field Notes

<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.</p>

Exploring teachers’ professional development through participation in virtual exchange

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Robert O’Dowd ◽  
Melinda Dooly
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Methodological Innovation ◽  
Teachers Professional Development ◽  
The Impact

Abstract Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers’ practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice.

scholarly journals Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities

2017 ◽  
Vol 7 (3) ◽  
pp. 67-85
Author(s):  
Marjeta Šarić ◽  
Barbara Šteh
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Personal Traits ◽  
Research Findings ◽  
Teachers Professional Development ◽  
Support Students

Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers’ professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers’ qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers’ personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers’ critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students’ learning and the development of the community for the better learning, work, and life of all its individuals.

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