A Contextualized Reflective Practice Model: Responding to EFL Teachers' Needs

Conducting an investigation on the needs and experiences of doing Reflective Practice (RP) by Indonesian EFL teachers, this article exposes three main points: EFL teachers' needs for RP model, their understanding and previous experiences of conducting RP, and a proposed RP model with the integration of Lesson Study (LS) principles. All data were collected through a closed and open-ended questionnaire, semi-structured interview, and focus group discussion involving 125 EFL teachers, 3 school principals, and 3 supervisors. The data reveal that the majority of the teachers, principals, and supervisors admitted that RP in EFL context is highly needed to evaluate the instructional documents as well as the teaching and learning processes that can be carried out before, during, and after the class ends. However, their understandings of RP and their previous and present practices of teaching reflection are limited. For example, the practice of their reflection-after-lesson only requests the students to give comments on the teacher's performance. While peer collaboration is highly recommended in LS, it is the principal and supervisor's visit/supervision that is considered collaborative reflection by the teachers. Hence, a holistic and integrative RP model with LS principles for EFL classrooms needs to be specifically designed and developed that is appropriate with Indonesian cultural teaching context.