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

Carla Sih Prabandari(1*),

(1) Swinburne University of Technology Sarawak Campus
(*) Corresponding Author

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

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

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