The Role of Reflective Teaching Practice on EFL Teacher’s Professional Development: Insight from a West Nusa Tenggara Language Centre

Duwi Wulandary, Amrullah Amrullah


Reflective teaching is an essential foundation to enhance teachers’ professional development as it helps teachers to critically reflect and evaluate their own pedagogical practices. This study aims to investigate how reflective teaching has been implemented and how these practices have developed teachers’ professionalism in providing ELT services. This study was conducted at a Language Centre in West Nusa Tenggara. The participants of the study include five teachers who teach different classes. Purposive sampling technique was used in selecting the participants of the study. Being qualitative in nature, the data were collected through in-depth interviews and classroom observations. Content analysis was used to analyze the data. The findings revealed that the teachers implemented reflective teaching by gathering information about their teaching practices through peer and student feedback, which was then analyzed and evaluated to improve their future teaching. The result also found that the teachers’ reflections have improved teachers’ teaching practice in providing engaging and communicative material and activities for students with different learning styles.


Reflective Teaching Practice; EFL Teacher; Professional Development

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