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Cirocki, Andrzej, Widodo, Handoyo. (1398). Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators. پژوهش های میوه کاری, 7(Issue 3 (Special Issue)), 15-35. doi: 10.30466/ijltr.2019.120734
Andrzej Cirocki; Handoyo Puji Widodo. "Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators". پژوهش های میوه کاری, 7, Issue 3 (Special Issue), 1398, 15-35. doi: 10.30466/ijltr.2019.120734
Cirocki, Andrzej, Widodo, Handoyo. (1398). 'Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators', پژوهش های میوه کاری, 7(Issue 3 (Special Issue)), pp. 15-35. doi: 10.30466/ijltr.2019.120734
Cirocki, Andrzej, Widodo, Handoyo. Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators. پژوهش های میوه کاری, 1398; 7(Issue 3 (Special Issue)): 15-35. doi: 10.30466/ijltr.2019.120734

Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators

Iranian Journal of Language Teaching Research
مقاله 3، دوره 7، Issue 3 (Special Issue)، دی 2019، صفحه 15-35    اصل مقاله (1.08 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2019.120734
نویسندگان
Andrzej Cirocki* 1؛ Handoyo Puji Widodo2
1University of York
2King Abdulaziz University
چکیده
This article presents how reflective practice is promoted through continuing professional development (CPD) workshops for pre- and in-service EFL teachers in Indonesia. The purpose of such workshops is threefold: to encourage teachers to take responsibility for their professional growth; to guide teachers in selecting specific aspects of practice for further development; and to stimulate teachers to reflect individually and collectively on the teaching-learning process to deliver successful lessons and maximise student learning. With this in mind, the current contribution starts by operationalising the concept of reflective practice and describing reflective practitioners. It also details when, how and why English language practitioners should engage in reflective practice. The article concludes with a set of useful activities that help transform English language teachers into reflective practitioners.
کلیدواژه‌ها
reflection؛ reflective practice؛ reflective practitioner؛ teacher education؛ TESOL
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