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Information Journal Paper

Title

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

Pages

  15-35

Abstract

 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.

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    • Cite

    APA: Copy

    Cirocki, Andrzej, & Widodo, Handoyo Puji. (2019). Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators. IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH, 7(3 ), 15-35. SID. https://sid.ir/paper/394074/en

    Vancouver: Copy

    Cirocki Andrzej, Widodo Handoyo Puji. Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators. IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH[Internet]. 2019;7(3 ):15-35. Available from: https://sid.ir/paper/394074/en

    IEEE: Copy

    Andrzej Cirocki, and Handoyo Puji Widodo, “Reflective Practice in English Language Teaching in Indonesia: Shared Practices from Two Teacher Educators,” IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH, vol. 7, no. 3 , pp. 15–35, 2019, [Online]. Available: https://sid.ir/paper/394074/en

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