Attending to EFL Teacher Identity: Reflective Practice in Optimising Teacher Professional Education Program

Carla Sih Prabandari

Abstract


This paper offers a discussion on the interconnection between teacher professional development, teacher learning and teacher identity and how reflective practice can optimize Indonesian EFL teachers development of professional identity. This paper provides some ideas for designing reflective activities to foster the development of teacher identity. It presents practical suggestions about how to incorporate reflections in learning activities during the Teacher Professional Education (TPE). The reflection model proposed by Kolb (2015) is preferred as it is considered to be simpler and more suitable in the context of TPE in Indonesia. The reflective practice during TPE is fundamental to promote lifelong teacher learner identity.


Keywords


teacher professional identity, teacher learning, teacher professional education

Full Text:

PDF

References


Afrianto 2015, Constructing professional identity through teaching practicum: An Indonesian case study of pre-service English teachers, thesis, Monash University, Australia.

Beauchamp, C & Thomas, L 2009, 'Understanding teacher identity: An overview of issues in the literature and implications for teacher education', Cambridge Journal of Education, vol. 39, no. 2, pp. 175-189.

Beijaard, D 2019, 'Teacher learning as identity learning: models, practices, and topics, Teachers and Teaching', Teachers and Teaching, vol. 25, no. 1, pp. 1-6.

Berry, A 2009, 'Professional self?understanding as expertise in teaching about teaching', Teachers and Teaching: Theory and Practice, vol. 15, no. 2, pp. 305-318.

Butt, R, Raymond, D, McCue, G & Yamagishi, L 1992, 'Collaborative autobiography and the teachers voice', in IF Goodson (ed.) Studying Teachers Lives, Routledge, London, pp. 51-98.

Chang, B 2019, 'Reflection in learning', Online Learning, vol. 23, no. 1, pp. 95-110.

Darling-Hammond, L, Hyler, ME & Gardner, M 2017, Effective Teacher Professional Development, Palo Alto, CA, Learning Policy Institute,

Gibbs, G & Andrew, C 2001, Learning by Doing: A Guide to Teaching and Learning Methods, Geography Discipline Network.

Hahl, K & Mikulec, E 2018, 'Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program', Australian Journal of Teacher Education, vol. 43, no. 12, pp. 42-58.

Helyer, R 2015, 'Learning through reflection: The critical role of reflection in work-based learning', Journal of Work-Applied Management, vol. 7, no. 1, pp. 15-27.

Jalal, F, Samani, M, Mae Chu Chang, MC, Stevenson, MC, Ragatz, AB & Negara, SD 2009, Teacher certification in indonesia: A strategy for teacher quality improvement, Departemen Pendidikan Nasional, Jakarta.

Kelly, P 2006, 'What Is Teacher Learning? A Socio-Cultural Perspective', Oxford Review of Education, vol. 32, no. 4, September 2006, pp. 505-519.

Killion, J & Todnem, G 1991, 'A process of personal theory building', Educational Leadership, vol. 48, no. 6, pp. 14-17.

Kolb, DA 2015, Experiential Learning: Experience as the Source of Learning and Development, Pearson Education, Incorporated.

Kong, M 2019, The hopes and experiences of bilingual teachers of English: Investment, expectations and identity, Routledge, London.

Kusumaningrum, A, Suharno & Triyanto 2019, 'Professional development of a teacher in the ICT era,' International Seminar on Language, Education, and Culture, KnE Social Sciences, 203211.

Kuswandono, P 2013, The journey of becoming a teacher: Indonesian pre-service teachers reflecting on their professional learning, thesis, Monash University, Victoria.

Lie, A, Tamah, SM, Trianawaty, Triwidayati, KR & Jemadi, F 2019, 'English Proficiency of Secondary School Teachers in Indonesia', Beyond Words, vol. 7, no. 2, pp. 86-100.

Lisnawati, I 2018, 'The professionalism of Indonesian teachers in the future', Journal of Education, Teaching and Learning, vol. 3, no. 1, pp. 28-33.

Mathew, P, Mathew, P & Prince, JP 2017, 'Reflective practices: A means to teacher development', Asia Pacific Journal of Contemporary Education and Communication Technology, vol. 3, no. 1, pp. 126-131.

Nunan, D 2017, 'Language teacher identity in teacher education', in G Barkhuizen (ed.) Reflection on language teacher identity research Routledge, New York, pp. 164169.

Olteanu, C 2017, 'Reflection-for-action and the choice or design of examples in the teaching of mathematics', Mathematics Education Research Journal, vol. 29, pp. 349367.

Pennington, MC & Richards, JC 2016, 'Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors', RELC Journal, vol. 47, no. 1, pp. 5-23.

Pramastiwi, P, Lie, A, Widiati, S & Lie, T 2018, 'Challenges and resources in CPD for in-service teachers: Establishing communities of inquiry', Beyond Words, vol. 6, no. 2, pp. 66-87.

Renandya, WA, Hamied, FA & Nurkamto, J 2018, 'English Language Proficiency in Indonesia: Issues and Prospects', THE JOURNAL OF ASIA TEFL, vol. 15, no. 3, Fall 2018, pp. 618-629.

Riyanti, D 2017, Teacher identity development: A collective case study of English as a foreign language pre-service teachers learning to teach in an Indonesian university teacher education program, PhD thesis, The Graduate College of Educational Studies, University of Nebraska, Lincoln, Nebraska.

Schn, DA 2017, The Reflective Practitioner: How Professionals Think in Action, Taylor & Francis.

Smaller, H 2012, 'Overview of teachers work and learning', in R Clark, DW Livingstone and H Smaller (eds), Teacher Learning and Power in the Knowledge Society, vol. 5, Sense Publishers, Rotterdam.

Sudibyo, LE 2018, Narratives Of Teacher Professional Learning In Indonesia, thesis, Doctor of Philosophy in Curriculum and Instruction, University of Illinois, Urbana.

Syahril, I 2016, The Indonesian teacher certification policy: A case study of policy sense-making, PhD thesis, Curriculum, Instruction, and Teacher Education, Michigan State University, East Lansing.

T

eng, MF 2019a, Autonomy, agency, and identity in teaching and learning English as a foreign language, Springer Nature Singapore, Singapore.

Teng, MF 2019b, 'Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers', English Teaching & Learning, vol. 43, pp. 189-212.

Vesanto, A 2011, The Professional Identity of Teachers of English, thesis, Department of Languages, University of Jyvskyl, Jyvskyl.

Wain, A 2017, 'Learning through reflection', British Journal of Midwifery, vol. 25, no. 10, October 2017, pp. 662-666.

Yazan, B 2018, 'A Conceptual Framework to Understand Language Teacher Identities', Journal of Second Language Teacher Education, vol. 1, no. 1, pp. 21-48.




DOI: https://doi.org/10.24071/ijels.v6i2.2820

Refbacks

  • There are currently no refbacks.


    

 

IJELS Journal Sinta 4 Certificate (S4 = Level 4)

We would like to inform you that Indonesian Journal of English Language Studies (IJELS) has been nationally accredited Sinta 4 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 152/E/KPT/2023. Validity for 5 years: Vol 7 No 2, 2021 till Vol 12 No 1, 2026

 

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

 

IJELS e-ISSN 2715-0895; IJELS p-ISSN 2442-790X

Indonesian Journal of English Language Studies (IJELS) is published twice a year, namely in March and September, by the English Language Studies (ELS) of the Graduate Program of Sanata Dharma University, Yogyakarta, Indonesia.