scholarly journals REFLECTIVE TEACHING AS A MEANS OF TEACHER PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Diah Kurniati ◽  
Nuraeningsih Nuraeningsih
Keyword(s):  
Professional Development ◽  
Teacher Knowledge ◽  
Teacher Professional Development ◽  
Reflective Teaching ◽  
Reflective Knowledge ◽  
The Core ◽  
Alternative Means ◽  
Core Components ◽  
Teacher Professional

One of the core components of teacher knowledge is reflective knowledge which is defined as the teacher’s capacity to reflect on and assess his or her own practice. In other words, as teachers, they should be able to do reflective teaching. Reflective teaching is the teacher’s thinking about what happens in the classroom lessons, and thinking about alternative means of achieving goals and aims (Cruickshank and Zeichner in Richard and Nunan 1990). This paper discusses reflective teaching as a means of professional development.

scholarly journals Reflective Teaching as a Tool for Teacher Professional Development

2021 ◽  
Vol 6 (2) ◽  
pp. 101-110
Author(s):  
Dwi Riyanti
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
English Education ◽  
Reflective Teaching ◽  
Teaching Activities ◽  
Self Reflection ◽  
Efl Teachers ◽  
Teacher Professional ◽  
The Impact

Reflection has long been known as an important component for teacher professional development, and it has been widely researched. However, little is known about how teachers reflect on their teaching. Aiming at finding out how in-service English as a foreign language (EFL) teachers reflect on their teaching activities and how their self-reflection impacts their professionalism, the current study employs a qualitative case study as its research design. It involved six in-service EFL teachers at various levels of education, such as kindergarten, elementary, junior, and senior high schools, who were taking the postgraduate program in English Education at FKIP Universitas Tanjungpura as the research participants. The data for this study were obtained through questionnaires and interviews, as well as the written analysis of participants' teaching videos. After being analyzed qualitatively, the findings of this study indicate that most respondents reflect on their teaching activities at a very basic level. In relation to the impact of their reflective teaching on their professionalism, however, overall, respondents thought that their reflection activities helped them know their weaknesses and strengths in teaching, which encouraged them to become better teachers.

Sign in / Sign up

Export Citation Format

Share Document