Teachers’ Beliefs and Practices Related to Reflective Teaching in English Classroom

Abstract

Reflective teaching is essential for classroom teachers, allowing them to introspect on their classroom experiences and gain valuable insights. This research used a qualitative research design. Especially qualitative descriptive. It involved 2 experienced teachers to explore beliefs regarding reflective teaching. Research data was taken from semi-structured interviews, observations, and documentation. The data was analyzed using thematic analysis proposed by Braun & Clarke (2013). The aim of this data analysis is to find meaning in the data which is achieved by organizing and presenting the data methodically. The findings revealed teachers regularly participate in Subject Teachers' Conference to address teaching weaknesses and use student feedback to refine their practices. It helps teachers develop new, creative strategies and create a dynamic classroom environment that meets students' diverse needs as the ability to evaluate teaching methods and find new ways to be more effective. However, it cannot be denied that several factors hinder the implementation of this belief in the classroom, including time management and lack of communication between subject teachers.