LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13:9 September 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Reflective Practice in Stimulating Professional Growth of English Department Lecturers of Universitas Brawijaya, Indonesia

Widya Caterine P. M.Pd.
Universitas Brawijaya, East Java

Abstract

This paper discusses a study to find out more about reflective teaching practices among teachers in tertiary level. The research investigates the awareness and application of reflective practices by the English Department lecturer(s) of Universitas Brawijaya. In addition, the variables of gender, experience and level of education are discussed in relation to reflective teaching. The questionnaires were distributed to 15 lecturers in FIB UB. The participant in this study consisted of 3 male and 12 female English Department lecturers of Universitas Brawijaya (n=15). 4 of the participants are holder S1 degrees and the other 11 lecturers have the S2 and S3 degree. The participants experience in teaching ranges between 1-15 years in ELT. The Result shows that gender, experience and level of education do not play a role in teacher’s reflection. The paper ends with the recommendation to develop the position of reflective practice in language teaching.

Keywords: Reflective teaching, reflection in-teaching, reflection on-teaching, professionalism

INTRODUCTION

Reflective practice can be a beneficial process in teacher professional development, both for pre-service and in-service teachers. This digest reviews the concept, levels, techniques for, and benefits of reflective practice. In 1987, Donald Schon introduced the concept of reflective practice as a critical process in refining one's artistry or craft in a specific discipline. Schon recommended reflective practice as a way for beginners in a discipline to recognize consonance between their own individual practices and those of successful practitioners. As defined by Schon, reflective practice involves thoughtfully considering one's own experiences in applying knowledge to practice while being coached by professionals in the discipline (Schon, 1996). After the concept of reflective practice was introduced by Schon, many schools, colleges, and departments of education began designing teacher education and professional development programs based on this concept. As the concept grew in popularity, some researchers cautioned that SCDEs that incorporated reflective practice in their teacher education programs were focusing on the process of reflective practice while sacrificing important content in teacher education (Clift et al, 1990). These researchers recommended that reflective teaching combine John Dewey's philosophy on the moral, situational aspects of teaching with Schon's process for a more contextual approach to the concept of reflective practice.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Widya Caterine P. M.Pd.
Universitas Brawijaya
East Java
Indonesia
caterine_widya@ub.ac.id
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