Research Article
BibTex RIS Cite

Reflective Practice and Professional Development as an English Language Teacher

Year 2022, Volume: 7 Issue: 3, 176 - 186, 01.07.2022
https://doi.org/10.24331/ijere.1097572

Abstract

The paper explores reflective practices of how they shaped my professional life. It discloses my experiences as an English language teacher to cultivate a reflective mindset for examining a theory-practice gap in classroom teaching, understanding pedagogical practices, using different strategies in EFL class, and developing self-efficacy being a reflective practitioner. Using ‘Reflective Practice’ as a method of the study, the paper reveals reflective practices as pertinent to developing pedagogical skills, teachers’ efficacy, and criticality in the teaching profession which motivates teachers for professional development although different social conditions prohibit them from having reflective practice. The paper is a foundation for motivating English teachers to grow the spirit of willingness and responsibility which aids them to reflect their teaching practice and to transform them into professional teachers.

Supporting Institution

Regent Residential School, Kathmandu, Nepal

Thanks

Thank you

References

  • Achugar, M., & Carpenter, B.D. (2018). Critical SFL practice principles in English language art education: Engaging pre-service teachers in reflective practice. In R, Harmen (ed.). Bilingual learners and social equity. Educational Linguistics, 33, DOI 10.1007/978-3-319-60953-9_5
  • Al-Awaid, S.A.A. (2018). Teaching strategies in EFL environment in the secondary schools in the KSA: Evaluation and remedies. Advances in Language and Literary Studies, 9(2), 50-58
  • Bharati, P. L., & Chalise, S. (2017). Teacher development: Strategies and perception. The Saptagandaki Journal, 8, 69-78
  • Booth, P., Guinmard, I., & Lioyd, E. (2017). Reflective practice: The perceptions of the situated learning experience mediated by novice teachers’ autonomy. The EUROCALL Review. 25(1), 76-91
  • Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass
  • Callahan, J. (2016). Encouraging retention of new teachers through mentoring strategies. Delta Kappa Gamma Bulletin, 83(1), 6-11
  • Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2), 15-35
  • Cirocki, A., & Widodo, H.P. (2019). Reflective practice in English language teaching in Indonesia: Shared Practices from Two Teacher Educators. Iranian Journal of Language Teaching Research 7(3), 15-35
  • Craft, A (Ed.). (2002). Continuing professional development: a practical guide for teachers and schools. New York: Taylor & Francis.
Year 2022, Volume: 7 Issue: 3, 176 - 186, 01.07.2022
https://doi.org/10.24331/ijere.1097572

Abstract

References

  • Achugar, M., & Carpenter, B.D. (2018). Critical SFL practice principles in English language art education: Engaging pre-service teachers in reflective practice. In R, Harmen (ed.). Bilingual learners and social equity. Educational Linguistics, 33, DOI 10.1007/978-3-319-60953-9_5
  • Al-Awaid, S.A.A. (2018). Teaching strategies in EFL environment in the secondary schools in the KSA: Evaluation and remedies. Advances in Language and Literary Studies, 9(2), 50-58
  • Bharati, P. L., & Chalise, S. (2017). Teacher development: Strategies and perception. The Saptagandaki Journal, 8, 69-78
  • Booth, P., Guinmard, I., & Lioyd, E. (2017). Reflective practice: The perceptions of the situated learning experience mediated by novice teachers’ autonomy. The EUROCALL Review. 25(1), 76-91
  • Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass
  • Callahan, J. (2016). Encouraging retention of new teachers through mentoring strategies. Delta Kappa Gamma Bulletin, 83(1), 6-11
  • Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2), 15-35
  • Cirocki, A., & Widodo, H.P. (2019). Reflective practice in English language teaching in Indonesia: Shared Practices from Two Teacher Educators. Iranian Journal of Language Teaching Research 7(3), 15-35
  • Craft, A (Ed.). (2002). Continuing professional development: a practical guide for teachers and schools. New York: Taylor & Francis.
There are 9 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Vidhya Pokhrel

Publication Date July 1, 2022
Published in Issue Year 2022 Volume: 7 Issue: 3

Cite

APA Pokhrel, V. (2022). Reflective Practice and Professional Development as an English Language Teacher. International Journal of Educational Research Review, 7(3), 176-186. https://doi.org/10.24331/ijere.1097572
AMA Pokhrel V. Reflective Practice and Professional Development as an English Language Teacher. IJERE. July 2022;7(3):176-186. doi:10.24331/ijere.1097572
Chicago Pokhrel, Vidhya. “Reflective Practice and Professional Development As an English Language Teacher”. International Journal of Educational Research Review 7, no. 3 (July 2022): 176-86. https://doi.org/10.24331/ijere.1097572.
EndNote Pokhrel V (July 1, 2022) Reflective Practice and Professional Development as an English Language Teacher. International Journal of Educational Research Review 7 3 176–186.
IEEE V. Pokhrel, “Reflective Practice and Professional Development as an English Language Teacher”, IJERE, vol. 7, no. 3, pp. 176–186, 2022, doi: 10.24331/ijere.1097572.
ISNAD Pokhrel, Vidhya. “Reflective Practice and Professional Development As an English Language Teacher”. International Journal of Educational Research Review 7/3 (July 2022), 176-186. https://doi.org/10.24331/ijere.1097572.
JAMA Pokhrel V. Reflective Practice and Professional Development as an English Language Teacher. IJERE. 2022;7:176–186.
MLA Pokhrel, Vidhya. “Reflective Practice and Professional Development As an English Language Teacher”. International Journal of Educational Research Review, vol. 7, no. 3, 2022, pp. 176-8, doi:10.24331/ijere.1097572.
Vancouver Pokhrel V. Reflective Practice and Professional Development as an English Language Teacher. IJERE. 2022;7(3):176-8.

International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr , Turkey 
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement