Yenni Rozimela, Sitti Fatimah, Nora Fudhla
Reflective practice (RP) by EFL teachers has been found to have the potential to improve teachers’ pedagogical and professional competencies. This study reports the implementation of a contextualized RP model that integrates the Lesson Study (LS) principles by Indonesian English as a Foreign Language (EFL) teachers. The implementation was conducted at six junior high schools over a course of three months. Data collection methods included three-session classroom observations for each teacher conducted during the RP model implementation, and two sessions of focus group discussion (FGD) after the implementation. The research participants included the six EFL teachers who became the model teachers, as well as several other EFL teachers and six school principals who participated as observers. The results demonstrate teachers’ ability to conduct RP before, during, and after lessons. While they missed some opportunities to conduct reflection-during-lessons, almost all model teachers and teacher observers showed competence in reflecting after the lesson. The teachers realized the importance of conducting reflections to improve their teaching practices and students’ learning. In addition, both model teachers and teacher observers obtained the benefits of getting involved in the RP model implementation, became less nervous, and agreed with the sustainability of the implementation. The findings suggest that, in the future, RP should be well programmed by each school or by broader authorities. © The Author(s) 2025.
English Language and Literature Department, Universitas Negeri Padang, Padang, Indonesia
