Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives
نویسندگان
چکیده
The role of reflection in enhancing teacher professional development and its impact on the quality education is widely recognized. By reflecting their teaching practices, teachers can make more informed decisions when planning, implementing, evaluating activities. This study aims to identify inhibitory factors that prevent EFL from engaging reflective practices. utilized Inhibitors Teachers' Reflective Teaching Questionnaire (IETRTQ) gather data 97 English junior high schools East Manggarai regency, Nusa Tenggara province, Indonesia. were analyzed using SPSS software assess level agreement among participants regarding inhibiting elements practices findings suggest had a moderate awareness hinder with 69 (71.13%) acknowledging these barriers. implications are discussed, highlighting need for targeted interventions support help overcome enhance development.Bagian Atas Formulir
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ژورنال
عنوان ژورنال: VELES (Voices of English Language Education Society)
سال: 2023
ISSN: ['2579-7484']
DOI: https://doi.org/10.29408/veles.v7i1.6631