Three Attitudes of a Reflective Teacher

Abstract

Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachers' reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This study's implication on language teacher education program is also discussed. SariKegiatan refleksi mengajar bahasa asing sudah menjadi kajian pada penelitian-penelitan terdahulu sejak awal 90-an. Meskipun demikian, penelitian dalam konteks pengajaran bahasa Inggris di Indonesia yang mengkaji sikap guru reflektif dalam kegiatan refleksi mereka masih sangat terbatas. Penelitan ini menelaah tiga sikap yang dimiliki guru reflektif sebagaimana digagas oleh Dewey, seperti keterbukaan, kerendahan hati, dan tanggung jawab. Ketiga sifat ini dinilai penting sebagai bagian dari kunci utama untuk mengidentifkasi kualitas refleksi seorang guru. Data dari jurnal refleksi mengajar dan interview dari dua mahasiswa calon guru yang sedang praktik mengajar dianalisis dengan menggunakan teknik tematik. Hasil penelitian menunjukkan bahwa kedua calon guru merefleksifkan tiga sikap tersebut yang mengindikasikan perkembangan mereka dalam persiapan menjadi guru yang lebih profesional. Implikasi penelitian ini terhadap program Pendidikan Guru Bahasa juga disajikan.

Exploring EFL Pre-Service Teachers’ Attitudes of Reflective Practice: A Case Study

“…In line with the findings of this study, all participants were captured to possess all attitudes of reflective practice. This result is in line with the findings found by Nurfaidah [6] in which all pre-service students involved in her research had three attitudes of reflective practice. She stated that as pre-service teachers owned three reflective attitudes, they will tend to be reflective practitioners.…”

“…Introducing teachers with reflective attitudes in in their early education will have long-term effects on their future professional development [6]. Since attitudes are non-physical object that located inside the teachers, reflective attitudes function as guides for teachers to continually reflect themselves even if they have become professional teachers.…”

“…Considering the implementation of reflective attitudes in early phase of teachers' education is important and research on reflective attitudes on English language teaching in Indonesian context is still limited [6], this study is conducted to fill the gaps. By means of exploring reflective attitudes of EFL pre-service teachers, it is hoped that many will consider the importance of reflective attitudes, thus reflective activity will take its right place in Indonesian education context.…”

The Impact of EFL Teachers’ Open-Mindedness and Immediacy on Their Social Intelligence: A Theoretical Review

“…It is an indication of the cognitive and social growth of these stakeholders regarding the acceptance and tolerance of opposing views. As research proves, open-mindedness is a unique characteristic of teachers' reflectivity and critical thinking (Nurfaidah, 2018;Sadeghi et al, 2020). In teaching, this personal attribute is significant in that teachers and students coming from diverse socio-cultural backgrounds may have different and, in some cases, conflicting viewpoints.…”

“…An open-minded EFL teacher is someone who is fine with new, unfamiliar, and different ideas and strategies. He/she looks at the issues from various angles respecting others' opposing opinions (Nurfaidah, 2018). This feature requires EFL teachers to hold their own teaching beliefs lightly and consider a room for others' perspectives and ideas by establishing a democratic context with diversity awareness and appreciation.…”