REFLECTIVE TEACHING AS A MEANS OF TEACHER PROFESSIONAL DEVELOPMENT

Diah Kurniati, Nuraeningsih Nuraeningsih

Abstract


One of the core components of teacher knowledge is reflective knowledge which is defined as the teacher’s capacity to reflect on and assess his or her own practice. In other words, as teachers, they should be able to do reflective teaching. Reflective teaching is the teacher’s thinking about what happens in the classroom lessons, and thinking about alternative means of achieving goals and aims (Cruickshank and Zeichner in Richard and Nunan 1990). This paper discusses reflective teaching as a means of professional development.

Keywords


reflective teaching; teacher; teacher professional development

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References


Goode, William J (1960)”Encoachment, Charlatanism, and the Emerging Profession : Psychology, Sociology, and Medicine, American Social Review, XXV

Lemper-Shepell. E.1995. Teacher self-identification in culture from Vygotsky’s developmental perspective. Anthropology and Education Quartely, no. 26; 425-442

Lomax, HT and McGrath, Ian (1999). Theory in Language Teacher Education. Birmingham. Pearson Education Limited

Postholm, M.B (2008). Teacher Developing Practice: Reflection as Key Activity Teaching and Teacher Education24. No. 7 : 1717-1728

Richards, Jack C (2001). Curriculum Development in Language Teaching. Cambridge. Cambridge University Press

Richards, Jack C and Nunan,D (1990). Second Language Teacher Education. Cambridge, Cambridge University Press.




DOI: http://dx.doi.org/10.20527/jetall.v2i1.7370

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