Teacher Reflective in Online Learning during Pandemic: The Case of Indonesia

Naili Zaqiya

Abstract


Abstract

Reflective practice is the essential part of learning process, especially in the online learning during pandemic. This is become the way of teachers to assess the effectiveness of learning and figure out what the challenges hindering the learning process are in order to optimize the learning process. This study employs a qualitative approach, in which researchers attempt to explain a phenomenon by focusing on the big picture rather than breaking it down into factors. Data was gathered mostly through questionnaire. The data was derived from three teachers that meet the requirement of this research through unstructured interviews via google form. The findings of this study show that teacher reflection is used to renew teaching method methods in the teaching and learning process, resulting in a more effective and conducive classroom environment. Furthermore, the practice of reflection aids instructors in becoming more creative and imaginative in order to improve teacher effectiveness when implementing online learning in the classroom.

 

Keywords: Reflective Practice, Online Learning, Teacher Performance



Full Text:

PDF

References


REFERENCES

Schon, D., 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Gibbs, G., 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit.

Bartlett, L., 1990. Teacher Development Through Reflective Teaching. In Second Language Teacher Education, Richards, J. C. & Nunan, D. (eds.), New York: Cambridge University Press, pp. 2002-214.

Lieberman, A. & Miller, L., 2000. Teaching and Teacher Development: A New Synthesis for A New Century. In Education in a New Era, Brandt, R. (ed.), pp. 47-66.

Han. 1995. Issues in Education: Reflection is Essential in Teacher Education. Childhood Education, 71, pp. 228-230.

Osterman, K.F. and R.B. Kottkamp, 1993. Reflective practice for educators: Improving schooling through professional development. Newbury Park, CA: Sage.

Barnett, B. G., O'Mahony, G. R., & Matthews, R. J. (2004). Reflective Practice: The Cornerstone for School Improvement. Australia: Hawker Brownlow Education.

Dewey, J. (1938). Experience and education. New York, NY: Macmillan

Putra, D.B., Suherdi, D., Rodliyah, R.s., (2020). Reflective Practice as Tools to Explore in Service Teacher’s Beliefs and Classroom Practices: Indonesian EFL Teachers’ Voices. JOALL

Hikmah, N. (2021). Menagajar Bahasa Inggris di Masa Pandemi Covid 19 : Refleksi di MI NU Rowolaku Kabupaten Pekalongan. Pekalongan : JPB.

Mathew, P., Mathew, P., and Peechattu, P.J. (2017). Reflective Practice: A Means to Teacher Development. India : Asia Pacific Journal of Contemporary Education and Communication Development.

Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Sage Publications, Inc.

Gardner, Howard. (2003). Multiple Intelligences after Twenty Years. Chicago, IL: The American Educational Research Association.

Loughran, J.J. 2005. Developing Reflective Practice: Learning about Teaching and Learning through Modeling. Bristol: Falmer Press

Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11 (1), 47-71


Refbacks

  • There are currently no refbacks.