Last modified: 2024-07-16
Abstract
Reflective practice is an effective method to enhance teacher professionalism and teaching quality. Through reflection, teachers can analyze their teaching experiences, evaluate their methods' effectiveness, and identify areas for improvement. This study aims to understand how teachers in various schools apply reflective practices daily.
A survey was conducted with 82 teachers to explore the methods used, the frequency of reflection, and the challenges and benefits perceived. The results show that as many as 61 persons (74,4%) of teachers regularly engage in reflection, using self-evaluation (84% respondens) and discussions with colleagues or superiors (57% respondens) as the primary methods. Most respondents see reflection as an effective tool for achieving personal (98,78% respondens) and professional (97,56% respondens) goals.
However, challenges such as lack of time (40,24 % respondens), support (32,92% respondens), and awareness of proper reflection methods (28,05 % respondens) are significant obstacles. The study recommends the development of support programs, training in reflective skills, facilitation of social support, and development of reflection tools. Further research is suggested to address these barriers. These findings provide valuable insights for developing training programs and educational policies that support reflective practices, thereby improving teaching quality in schools.