THE INVESTIGATION OF NOVICE TEACHER IN REFLECTIVE TEACHING PRACTICE

Abstract

Reflective teaching is an essential component of professional development, particularly for novice English teachers who are developing their teaching practices and professional competence. This study aims to explore a novice English teacher’s understanding of reflective teaching, the process of implementing reflective teaching practices, and the benefits gained from reflection. Employing a descriptive qualitative research design, this study involved one novice English teacher from an elementary school in Tangerang, Indonesia, as the sole participant. Data were collected through a semi-structured interview and analyzed descriptively to identify the key themes. The findings revealed three main themes: the concept of reflective teaching, the process of reflective teaching, and the benefits of reflective teaching. The participant three main themes: the process of observing, evaluating, and improving teaching practices. Reflection was implemented through observing students’ characteristics and learning needs, evaluating classroom activities, preparing and adapting teaching media, joining professional development activities, and discussing teaching practices with colleagues. Reflective teaching helped improve lesson planning, problem-solving, classroom management, creativity, and professional development. However, the study did not directly measure student learning outcomes. The study suggests that reflective teaching can serve as a practical approach to critically examine their classroom experiences and continuously improve their teaching practices.