Promoting Professional Development in Language Teaching through Reflective Practice

Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson study design features for supporting collaborative teacher learning. Teaching and Teacher Education, 77, 352-365.

Bell, M. (2005). HERDSA Guide: Peer observation partnerships in Higher Education. Milperra: Higher Education Research and Development Society of Australasia.

Boud, D., Keogh, R., & Walker, D. (1996). Promoting reflection in learning: A model. Boundaries of Adult Learning, 1, 32-56.

Bush, J. E. (2007). Importance of Various Professional Development Opportunities and Workshop Topics as Determined by In-Service Music Teachers. Journal of Music Teacher Education, 16(2), 10-18. https://doi.org/10.1177/10570837070160020103

Cao, H. P. (2019). Fostering professional development through peer observation of teaching - From reflective approach to effective teaching. Ho Chi Minh City University of Education Journal of Science, 16(8), 253-263.

Cirocki, A., & Farrell, T. S. (2017). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5-23.

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 (Special Issue)), 15-35. https://doi.org/10.30466/ijltr.2019.120734

Cruickshank, D. R. (1985). Uses and benefits of reflective teaching. The Phi Delta Kappan, 66(10), 704-706.

Curtis, D., Lebo, D., Cividanes, W. C., & Carter, M. (2013). Reflecting in communities of practice: A workbook for early childhood educators. Redleaf Press St. Paul, MN.

Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers’ thinking and reflection. Teaching and Teacher Education, 41, 42-51. https://doi.org/10.1016/j.tate.2014.03.004

Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.

Dewey, J. (1933). Why have progressive schools?. Current History (1916-1940), 38(4), 444-448.

Farrell, T. (2013). Reflective practice in ESL teacher development groups: From practices to principles. Springer.

Farrell, T. S. (2015). Reflective language teaching: From research to practice. Bloomsbury Publishing.

Finefter-Rosenbluh, I. (2016). Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers. Teaching and Teacher Education, 60, 1-11. https://doi.org/10.1016/j.tate.2016.07.028

Finlay, L. (2008). Reflecting on ‘Reflective practice’. Practice-based Professional Learning Paper 52.

Han, I. (2017). Conceptualisation of English teachers’ professional identity and comprehension of its dynamics. Teachers and Teaching, 23(5), 549-569. https://doi.org/10.1080/13540602.2016.1206525

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. https://doi.org/10.1016/S0742-051X(01)00051-8

Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13-23. https://doi.org/10.1016/j.tate.2013.02.002

Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341-360. https://doi.org/10.1080/14623940802207451

Lee, I. (2010). Writing teacher education and teacher learning: Testimonies of four EFL teachers. Journal of Second Language Writing, 19(3), 143-157. https://doi.org/10.1016/j.jslw.2010.05.001

Mai, N. K. (2018). Tree of life: Teachers’ reflection on their teaching career. VNU Journal of Foreign Studies, 34(5), 103-115.

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A Guide to design and implementation (4th ed.). San Francisco: Jossey-Bass.

Nguyen, Q. N. (2021). Revisiting Peer Classroom Observations as A Teacher Professional Development Protocol: A Critical Theoretical Review of Global Practices. Vietnam Journal of Education, 5(2), 10-20.

No Child Left Behind Act of 2001 (H.R. 1), 107 Cong., 110 (2002) (enacted). Retrieved from: http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf

Race to the Top (2015). Retrieved from: http://www2.ed.gov/programs/racetothetop/rttfinalrpt1115.pdf

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.

Silcock, P. (1994). The process of reflective teaching. British Journal of Educational Studies, 42(3), 273-285. https://www.jstor.org/stable/i356859

Beveren, V. L., Roets, G., Buysse, A., & Rutten, K. (2018). We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review, 24, 1-9. https://doi.org/10.1016/j.edurev.2018.01.002

Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53-64. https://doi.org/10.1080/1359866052000341124

Widodo, H. P. (2016). Language policy in practice: Reframing the English language curriculum in the Indonesian secondary education sector. In English language education policy in Asia (pp. 127-151). Springer.

Wopereis, I. G., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18(3), 245-261. https://doi.org/10.1080/10494820.2010.500530

Yuan, R., & Mak, P. (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching and Teacher Education, 74, 205-214. https://doi.org/10.1016/j.tate.2018.05.009

Zeng, L. M. (2020). Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective. Educational Research Review, 31, 100333. https://doi.org/10.1016/j.edurev.2020.100333