Empowering Teachers' Professionalism for Students' Better Learning through Reflective Training: A Theoretical Framework for Sustainable EFL Teacher Professional Development

DOI

10.2991/icli-17.2018.24How to use a DOI?

Keywords

Reflective, Training, Mentoring, Collaboration, Innovation

Abstract

This paper aims at proposing a theoretical framework for a training platform developed for English language teacher professional development in the context of Indonesia. This proposed frameworks motivated by the concern on the existing training practices that tend to thus far have affected on students' learning English not impressively as expected. Such a phenomenon takes place attributable to the training practices aimed at professionalizing teachers that regrettably adopts a 'hit-and-run' cascade modus: once an educational reform is introduced to teachers, they are then let go on their own. In the present proposed training framework – Reflective Training – more down to earth and on-in-on mentoring is offered while providing ample spaces for the teachers to actualize their teaching strategy contextually and then reflect their actualization. The framework is designed to scaffold teachers collaboratively with strategies in recognizing actual problems of students' learning in their class, formulating the problems, locating the causes, designing best solutions to the problem through innovative instructional strategies, reflecting the implementation, theorizing their innovative strategies, and sharing the strategies through an online journal specifically designed to disseminate their teaching innovation. In addition, online a learning resource is designed to provide them with an interactive medium for them to communicate real-time among themselves as well as with mentors and experts to discuss matters pertaining to optimizing students' learning along the planning, implementing, and reflecting stages. The framework is developed with a view to substantially changing English teachers upon joining the training mainly in their English teaching-related affection attributes and their cognition ones that will guide them ultimately with prudence to perform effective teaching delivery to affect students' learning in due course.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Gunadi Harry Sulistyo
AU  - Sri Rachmajanti
AU  - Mr Suharyadi
AU  - Siti Muniroh
PY  - 2017/10
DA  - 2017/10
TI  - Empowering Teachers' Professionalism for Students' Better Learning through Reflective Training: A Theoretical Framework for Sustainable EFL Teacher Professional Development
BT  - Proceedings of the International Conference on Learning Innovation (ICLI 2017)
PB  - Atlantis Press
SP  - 119
EP  - 128
SN  - 2352-5398
UR  - https://doi.org/10.2991/icli-17.2018.24
DO  - 10.2991/icli-17.2018.24
ID  - Sulistyo2017/10
ER  -