Levels of Reflection in Efl Pre-Service Teachers’ Teaching Journal

Abstract

This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indicated that regarding framework of level of reflection, the EFL pre-service teachers' level of reflectivity is mostly in the range of dialogic reflection Level 3 and dialogic reflection Level 4. Within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyse and evaluate their instructional practices. No one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure.

Three Attitudes of a Reflective Teacher

“…Abdul-Hamied's (2014) suggestion by locating the relevant texts containing the repeating ideas, followed by categorising the recurring themes which then were reviewed based on the theoretical framework underpinning this study's research concerns. In addition, in order to ensure a particular unit of reflection is coded accordingly, Hatton and Smith (1994) and Nurfaidah, et al (2017) required the text being constructed before furthering into recognising reflective forms. In order to secure the participants' identity, their names will be pseudonyms as Anne and Ellie.…”

Reflection on Learning to Read Japanese Language Through Contextual Approach for Indonesian Students

“…Hasil penelitian ini pun menunjukkan bahwa refleksi yang dilakukan oleh mahasiswa sudah berada pada tingkat critical reflection atau refleksi kritis. Hal tersebut ditandai dengan adanya kesadaran bahwa pemahaman dan tindakan mahasiswa dalam mempelajari keterampilan membaca dalam bahasa Jepang tidak hanya dipengaruhi oleh pemahaman mereka tentang kaidah aksara dan gramatika bahasa Jepang, tetapi oleh pemahaman tentang makna kata dan konteks penggunaannya (Nurfaidah, Lengkanawati, & Sukyadi, 2017). Selanjutnya, refleksi selama proses pembelajaran dilakukan melalui evaluasi diri dalam bentuk lembar evaluasi diri.…”

Reflective Teaching Toward Efl Teachers’ Professional Autonomy: Revisiting Its Development in Indonesia

“…Some others related teachers' reflection to practical capabilities like the inclusion of strategy-based instruction (Jadidi & Keshavarz, 2013) and classroom management (Sammaknejad & Marzban, 2016). Other scholars investigated the teachers' reflection profiles (Yeşilbursa, 2011) and levels (Astika, 2014;Ansarin, Farrokhi, & Rahmani, 2015;Amalia, 2017;Lubis, 2017;Nurfaidah, Lengkanawati, & Sukyadi, 2017) associated with reflective practice levels (Faghihi & Sarab, 2016); the milestone of RT in language teacher education programs (Al-Ahdal & Al-Awaid, 2014); and teachers' beliefs on RT for their professional development (Alfaki, 2014).…”

“…Unfortunately, such development and attainment are still questionable and unresolved in Indonesia context due to the limited records on how the foreign language teachers, perceive, behave upon, and utilize various aforementioned reflective teaching modes, concepts, and models within either independent research framework or TE programs initiated by the Indonesian government. They mostly conducted an exploration on how pre or in-service teachers perform their reflective writing through journal writing (Astika, 2014;Nurfaidah, et al, 2017); perceive the concept of RT (Amalia, 2017;Lubis, 2017); and scaffold such practice within ICT (Harendita, 2017) (Suherdi, 2012), i.e., pedagogic, personal, social, and professional competencies for formal school teachers from kindergarten to secondary levels, special education school teachers, and instructors.…”