Групповая рефлексия, направленная на позитивные изменения в формировании идентичности учителя английского языка как иностранного и их отражение в программе профессионального развития педагога

Данное исследование посвящено организации групповой рефлексии, направленной на позитивные изменения в формировании профессиональной идентичности учителей английского языка как иностранного, которые в течение пяти недель обучались по специальной программе для педагогических работников в Индонезии. В исследовании приняли участие три учителя английского языка как иностранного. Все они были участниками программы обучения педагогических работников и принадлежали к одной группе, в которой осуществлялась рефлексия. Данные в виде нарративов были получены от участников исследования в ходе работы фокус-группы. В результате анализа были выявлены темы для проведения рефлексии, способствующей формированию профессиональной идентичности учителей. Результаты исследования показали, что групповая рефлексия, основанная на обмене профессиональным опытом, на равной вовлеченности, взаимосвязи и доброжелательности, способствовала позитивным изменениям в формировании идентичности учителей. Основанная на анализе данных, индивидуальных и коллективных формах работы, направленная на позитивные изменения, рефлексия способствовала проявлению лучших качеств личности учителя.  Внедрение в программу профессионального развития педагога рефлексий, ориентированных на идентичность, несомненно, будет способствовать формированию специалиста, действующего в соответствии с истинным призванием педагога.

1. Alemi, M., & Tajeddin, Z. (2020). Reflection and good language teachers. In C. Griffiths & Z. Tajeddin (Eds.), Lessons from good language teachers (pp. 41-53). Cambridge University Press. doi: 10.1017/9781108774390.007

2. Allas, R., Leijen, Ä., & Toom, A. (2020). Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge. Teachers and Teaching: Theory and Practice, 26(2), 166-192. https://doi.org/10.1080/13540602.2020.1758053

3. Amalia, L. L., Widiati, U., Basthomi, Y., & Cahyono, B. Y. (2020). Reflective practice on lesson planning among EFL teacher educators. Indonesian Journal of Applied Linguistics, 10(1), 153-160. https://doi.org/10.17509/ijal.v10i1.25025

4. Baxter, L. P., Southall, A. E., & Gardner, F. (2021). Trialling critical reflection in education: The benefits for school leaders and teachers. Reflective Practice, 22(4), 501–514. https://doi.org/10.1080/14623943.2021.1927694

5. Beauchamp, C., & Thomas, L. (2010). Reflecting on an ideal: Student teachers envision a future identity. Reflective Practice, 11(5), 147–155. https://doi.org/10.1080/14623943.2010.516975

6. Bergmark, U., & Kostenius, C. (2018). Appreciative student voice model - reflecting on an appreciative inquiry research method for facilitating student voice processes. Reflective Practice, 19(5), 623–637. https://doi.org/10.1080/14623943.2018.1538954

7. Bjork, C. (2005). Indonesian education: Teachers, schools, and central bureaucracy. Routledge. https://doi.org/10.4324/9780203959015

8. Bjork, C. (2013). Teacher training, school norms and teacher effectiveness in Indonesia. In D. Suryadarma & G. W. Jones (Eds.), Education in Indonesia (pp. 53–67). Institute of Southeast Asian Studies. https://doi.org/10.1355/9789814459877-008

9. Bjork, C., & Raihani. (2018). Moving toward stability: Development of the Indonesian education system. In R. W. Hefner (Ed.), Routledge handbook of contemporary Indonesia (pp. 68–79). Routledge. https://doi.org/10.4324/9781315628837

10. Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching: Theory and Practice, 21(6), 700–719. https://doi.org/10.1080/13540602.2015.1044329

11. Candela, A. G. (2019). Exploring the function of member checking. The Qualitative Report, 24(3), 619–628. https://doi.org/10.46743/2160-3715/2019.3726

12. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design (4th ed.). Sage Publications.

13. Dewey, J. (1933). How we think: A restatement of the relations of reflective thinking to the educative process. D.C. Heath & Co.

14. Farrell, T. S. C. (2012). Reflecting on reflective practice: (Re)visiting Dewey and Schön. TESOL Journal, 3(1), 7–16. https://doi.org/10.1002/tesj.10

15. Farrell, T. S. C. (2015). Promoting reflection in second language education: A framework for TESOL professionals. Routledge.

16. Farrell, T. S. C. (2016). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247. https://doi.org/10.1177/1362168815617335

17. Farrell, T. S. C. (2018). Reflection-as-action in ELT. TESOL Press.

18. Farrell, T. S. C., & Macapinlac, M. (2021). Professional development through reflective practice: A framework for TESOL teachers. Canadian Journal of Applied Linguistics/Revue Canadienne de Linguistique Appliquée, 24(1), 1–25. https://doi.org/10.37213/cjal.2021.28999

19. Farrell, T. S. C., Baurain, B., & Lewis, M. (2020). ‘We teach who we are’: Contemplation, reflective practice and spirituality in TESOL. RELC Journal, 51(3), 337–346. https://doi.org/10.1177/0033688220915647

20. Flores, M. A. (2020). Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145-158. https://doi.org/10.1080/02607476.2020.1724659

21. Giacomin, M., & Jordan, C. H. (2020). Interdependent and independent self-construal. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 2319-2325). Springer International Publishing.

22. Gregersen, T., & Mercer, S. (2022). An appreciative-inquiry and strengths-based approach to preservice teacher reflection during the practicum. In Z. Tajeddin & A. Watanabe (Eds.), Teacher reflection: Policies, practices, and impacts (pp. 105–119). Multilingual Matters. https://doi.org/10.21832/9781788921022-011

23. Gutiérrez, M. V. A., Adasme, M. A. N., & Westmacott, A. (2019). Collaborative reflective practice: Its influence on pre-service EFL teachers’ emerging professional identities. Iranian Journal of Language Teaching Research, 7(3), 53–70.

24. Hammond, S. A. (2013). The thin book of appreciative inquiry. Thin Book Publishing.

25. He, Y. (2013). Developing teachers’ cultural competence: Application of appreciative inquiry in ESL teacher education. Teacher Development, 17(1), 55–71. https://doi.org/10.1080/13664530.2012.753944

26. Hood, M. (2009). Case study. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 66–90). Palgrave Macmillan.

27. Hung, D. M., & Thuy, P. T. (2021). Reflective teaching perceived and practiced by EFL teachers - A case in the South of Vietnam. International Journal of Instruction, 14(2), 323–344. https://doi.org/10.29333/iji.2021.14219a .

28. Johnson, K. E., & Golombek, P. R. (2020). Informing and transforming language teacher education pedagogy Language Teaching Research, 24(1), 116–127. https://doi.org/10.1177/1362168818777539

29. Körkkö, M. (2021). Towards meaningful reflection and a holistic approach: Creating a reflection framework in teacher education. Scandinavian Journal of Educational Research, 65(2), 258–275. https://doi.org/10.1080/00313831.2019.1676306

30. Lessard-Clouston, M. (2020). Using appreciative inquiry for a positive approach to English language teaching and teacher education. International Journal of Christianity and English Language Teaching, 7, 20–33.

31. Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135–157. https://doi.org/10.1080/00131911.2013.839546

32. Loeneto, B. A., Alwi, Z., Ernalida, E., Eryansyah, E., & Oktarina, S. (2022). Teacher education research and development in Indonesia: Preparing educators for the twenty-first century. In M. S. Khine & Y. Liu (Eds.), Handbook of research on teacher education (pp. 173–204). Springer. https://doi.org/10.1007/978-981-16-9785-2_10

33. MacIntyre, P. D. (2021). Exploring applications of positive psychology in SLA. In K. Budzińska & O. Majchrzak (Eds.), Positive psychology in second and foreign language education (pp. 3–17). Springer, Cham. https://doi.org/10.1007/978-3-030-64444-4_1

34. Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices. Routledge.

35. Miller, L. R., Nelson, F. P., & Phillips, E. L. (2021). Exploring critical reflection in a virtual learning community in teacher education. Reflective Practice, 22(3), 363–380. https://doi.org/10.1080/14623943.2021.1893165

36. Mulryan-Kyne, C. (2021). Supporting reflection and reflective practice in an initial teacher education programme: an exploratory study. European Journal of Teacher Education, 44(4), 502–519. https://doi.org/10.1080/02619768.2020.1793946

37. Murray, A. (2010). Empowering teachers through professional development. English Teaching Forum, 48(1), 2–11.

38. Novita, P. (2022). The quest for teacher education quality in Indonesia: The long and winding road. In M. S. Khine & Y. Liu (Eds.), Handbook of research on teacher education (pp. 651–673). Springer. https://doi.org/10.1007/978-981-16-9785-2_32

39. Pennington, M. C. (2015). Teacher identity in TESOL: A frames perspective. In Y. Cheung, S. B. Said & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 16–30). Routledge.

40. Posada-Ortiz, J. (2022). English language preservice teachers’ identity construction within academic and other communities. Profile: Issues in Teachers’ Professional Development, 24(1), 247–260. https://doi.org/10.15446/profile.v24n1.93110

41. Richards, J. C. (2023). Teacher, learner and student-teacher identity in TESOL. RELC Journal, 54(1), 252-266. https://doi.org/10.1177/0033688221991308

42. Sa, N. H., Suyanto, Arifi, A., Putranta, H., & Azizah, A. N. M. (2021). Experiences of participants in teacher professional education on obtaining soft skills: A case study in Indonesia. European Journal of Educational Research, 10(1), 313–325. https://doi.org/10.12973/EU-JER.10.1.313

43. Sadeghi, K., & Bahari, A. (2022). Second language teacher identity: A systematic review. In K. Sadeghi & F. Ghaderi (Eds.), Theory and practice in second language teacher identity: Researching, theorising and enacting (pp. 11–30). Springer Cham. https://doi.org/10.1007/978-3-031-13161-5

44. Sang, Y. (2022). Research of language teacher identity: Status quo and future directions. RELC Journal, 53(3), 731-738. https://doi.org/10.1177/0033688220961567

45. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Temple Smith.

46. Schön, D. A. (1987). Educating the reflective practitioner. Jossey-Bass.

47. Suharjanto, L. (2019). Panggilan guru: Tuntunan refleksi (Teachers’ calling: A reflection guide). Sanata Dharma Universitas Press.

48. Thompson, I. (2022). Identity formation in beginning English teachers. In K. Sadeghi & F. Ghaderi (Eds.), Theory and practice in second language teacher identity: Researching, theorising and enacting (pp. 45–57). Springer Cham. https://doi.org/10.1007/978-3-031-13161-5

49. Tubbs, S. L., Moss, S., & Papastefanou, N. (2012). Human communication: Principles and contexts. McGraw-Hill Education.

50. Turhan, B., & Kirkgöz, Y. (2021). A critical and collaborative stance towards retrospective reflection in language teacher education. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1917545

51. Tutyandari, C. (2022). English language pre-service teachers’ sense of preparedness for teaching: An Indonesian case. TEFLIN Journal, 33(2), 367–385.

52. Uştuk, Ö., & De Costa, P. I. (2021). Reflection as meta-action: Lesson study and EFL teacher professional development. TESOL Journal, 12(1), 1–16. https://doi.org/10.1002/tesj.531

53. Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. State University of New York Press.

54. Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018

55. Worthington, D. L., & Bodie, G. (2018). Listening: Processes, functions, and competency (2nd ed.). Routledge. https://doi.org/10.4324/9781315389202