THE IMPACT OF REFLECTIVE PRACTICE TOWARDS PROFESSIONAL DEVELOPMENT OF IN-SERVICE ENGLISH TEACHERS

Abstract

The purpose of this study was to explore the impact of reflective practice perceived by in-service English teachers on their professional development. This study used a case study research design. The results showed that all teachers admitted that they did not reflect very often and stated that not all reflections gave good results. Even so, they still felt that there were changes in the way they taught. Some felt more confident, could make the class more interactive, could make their own learning media, and could design more flexible learning strategies. These five teachers also stated that they have a better understanding of students' needs, both in terms of their majors and their own abilities. In addition, the majority of teachers also have a commitment to continue developing professionally. Only one teacher had no future plans because she was about to retire. The researcher concluded that teachers tend to be situational in conducting reflection. However, teachers show an open attitude towards continuous professional development, such as through participation in workshops, seminars and training. This indicates that reflective awareness, although still limited, has contributed significantly to teachers' self-development.