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

Abstract

It has been approximately 25 years that reflective teaching in EFL context, particularly in Asia is being encouraged and reviewed. The notable goal emphasizes the teachers’ role as critical lifelong learners in or outside the classroom to bring about continuous mutual development between them and the surroundings. Although myriad research-based studies have paid attention to the developmental praxis of reflective teaching, scant published articles highlight the progress of its empowerment process and quality in Indonesia. Thus, this paper will address some points related to how this realm is being concerned and developed reflecting from the preceding and contemporary discussion and its milestone in Indonesia within Asia scope. Furthermore, the envision of future direction is prompted from current portrait, existing challenges, and expectations concerning the theoretical foundation, means and models, ICT integration, and character education toward 21st-century English teachers’ professional autonomy.

Using Instagram in Teaching Writing for University Freshmen

“…To support the administration of the research, in addition, reflective teaching method was occupied. As concluded by (Lubis, 2018) reflective teaching would everlastingly foster professional autonomy of the 21 st century pre-and in-service EFL teachers. Thus, it is suggested that a highly-balanced reflective activities be raised and advanced as an optional assessing form in the teaching as it involves personal and social aspects (Astika, 2014).…”

Reflective Teaching Perceived and Practiced by EFL Teachers - A Case in the South of Vietnam

“…These include Dumlao and Pinatacan (2019) in Thailand; Gutierrez et al (2019) in Chile; Gungor (2016) in Turkey; Li (2008) in China; Minott (2011) in Cayman Islands; Tosriadi et al (2018) in Indonesia; etc. In general terms, these results are gratifying because reflection is undoubtedly the heart of every professional activity in teaching career (Lubis, 2018), and it is "the central matter in the learning process and it can be described as a pendulation between phenomenon/situation-understandingconclusion/action" (Arnesson & Albinsson, 2019, p.448). Besides, research has proved that reflective teachers are likely to be self-efficacious, who tend to "plan more effective lessons, persist when students face challenges, and search extensively for appropriate strategies and materials to improve student achievement" (Baleghizadeh & Javidanmehr, 2014, p.30).…”

The Piano: A Psychoanalytic Approach to Movie as A Media of Reflective Teaching

“…It is discovered that the methodology is not simply to feel emotions, but to help connect the issues raised in the movie clips to the students' daily lives recently such as thinking many times before posting publicly personal message on social media when anger erupts or pondering the theoretical feedbacks when the thesis proposal is rejected. Relating to this case, as an effective crossroads between emotions and behavior, self-reflection can encourage change in attitude processes (Lubis, 2018). Naturally, there is still a long way to go even when a specific message reaches the students.…”