| dc.description.abstract | Reflective teaching (RT) is a key component of teacher professional
development. This component has long been recognized and extensively
explored in several ways. To enrich the study of RT in the Indonesian setting,
this study was conducted to evaluate how RT is viewed and practiced by EFL
teachers of Yogyakarta. Data were acquired quantitatively by distributing
questionnaires to Yogyakarta teachers, with 50 teachers participating. The
preliminary findings, which focused on instructors' opinions of Reflective
Teaching benefits, show a significant consensus on the importance of
professional development for EFL teachers. This is demonstrated by a mean
score of 4.48 and a standard deviation of 0.54 on the relevant scale, indicating
a high level of agreement among participants. The most frequently
acknowledged reflective teaching practice among English teachers in
Yogyakarta is to pay attention to students' attitudes during teaching. This
feature of reflective teaching is commonly practiced, as evidenced by an
average score of 4.38 and a standard deviation of 0.67. In contrast, while
teachers recognized the significance of collecting and reflecting on student
input as a Reflective Teaching method (M = 3.98, SD = 0.98), their practical
application was less common. This shows that, while teachers appreciate the
importance of these tactics, they may face difficulties in applying them
effectively. Overall, the findings of this study suggest that reflection should be
prioritized as an essential component of teacher professional development and
learning quality enhancement. | en_US |
