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All Journal Journal of English Language Teaching Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Proceedings of ISELT FBS Universitas Negeri Padang English Language Teaching Educational Journal Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Omiyage: Jurnal Bahasa dan Pembelajaran Bahasa Jepang Studies in English Language and Education
Sitti Fatimah
Universitas Negeri Padang
Arts Humanities Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Studies in English Language and Education

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English teachers' and lecturers' perceptions of reflective practice through video recording at the teacher certification program Sitti Fatimah; Yuli Tiarina; Fitrawati Fitrawati; Asri Sekar Mira
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.378 KB) | DOI: 10.24815/siele.v8i2.18931

Abstract

Considering the long-recognized contribution of reflective practice on teachers’ continuous professional development, this article casts new light in reporting English teachers’ and lecturers’ perceptions on the needs to implement reflective practice through video recording during peer teaching in the Indonesian Teacher Certification Program. This needs analysis is conducted as the preliminary step of the Research and Development (RD) project and the data will be taken as the basis for the development of reflective practice model with video recording in peer teaching. The perceptions of the needs were collected through a closed and open-ended questionnaire distributed to two groups of respondents. The first group consisted of pre- and in-service English teachers who participated in the PPG (Pendidikan Profesi Guru) Program, or Teacher Certification Program, during the course of 2018 and 2019; and are now teaching secondary school students within the provinces of West and North Sumatra, Aceh, Jambi, and Riau. The second group was lecturers at the English Language Education Program (ELEP) of Universitas Negeri Padang teaching at the PPG Program. The findings show that most teachers believed that reflective practice using video recording enabled them to see their teaching strengths and weaknesses and, in return, would be able to improve students’ learning outcomes. Similarly, all lecturers also believed that the needs of reflective practice assisted by digital technologies are highly important. In general, the perceptions of these two groups of respondents demonstrate the crucial needs of implementing reflective practice with video recording during peer teaching in the PPG Program.
English teachers' and lecturers' perceptions of reflective practice through video recording at the teacher certification program Sitti Fatimah; Yuli Tiarina; Fitrawati Fitrawati; Asri Sekar Mira
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.18931

Abstract

Considering the long-recognized contribution of reflective practice on teachers’ continuous professional development, this article casts new light in reporting English teachers’ and lecturers’ perceptions on the needs to implement reflective practice through video recording during peer teaching in the Indonesian Teacher Certification Program. This needs analysis is conducted as the preliminary step of the Research and Development (RD) project and the data will be taken as the basis for the development of reflective practice model with video recording in peer teaching. The perceptions of the needs were collected through a closed and open-ended questionnaire distributed to two groups of respondents. The first group consisted of pre- and in-service English teachers who participated in the PPG (Pendidikan Profesi Guru) Program, or Teacher Certification Program, during the course of 2018 and 2019; and are now teaching secondary school students within the provinces of West and North Sumatra, Aceh, Jambi, and Riau. The second group was lecturers at the English Language Education Program (ELEP) of Universitas Negeri Padang teaching at the PPG Program. The findings show that most teachers believed that reflective practice using video recording enabled them to see their teaching strengths and weaknesses and, in return, would be able to improve students’ learning outcomes. Similarly, all lecturers also believed that the needs of reflective practice assisted by digital technologies are highly important. In general, the perceptions of these two groups of respondents demonstrate the crucial needs of implementing reflective practice with video recording during peer teaching in the PPG Program.
Co-Authors Aisyah Nasution Anisa Fitri Wulandari Asri Sekar Mira Delfiendrick Ferdanes Dewi Patmawati Diah Fauzanah Dwi Wahyuni Efrina Haryani Elvia Wilfitri Evan Evan Fatimah Firdaus Febby Valeriana Putri Febrice Yumiza Fitrawati Fitrawati Hanifah Ummul Khairah Hendri Zalman Humaira Utami Putri Istiqamah Rahmadani Kurnia Ulfatun Hasanah Laksmi Riadi Ningsih Latifah Syuhada Melza Sufeni Mey Nanda Nanda Mukhaiyar, Mukhaiyar Mutiara Cinta Rahmadillah Nova Yulia Nurhaini Widia Putri Nurillah Najla Nurul Annisac Olaff Yoki Ardena Pandu Kesuma Prima Rahmadia Putri Rahima Sari Ramadhani Sundari Ranti Melantari Ratmanida, Ratmanida Raulan Raulan Ridho Afif Senya Putri Suarmi Sindy Tia Ulfa Sri Rahmawati Syamwil, Syamwil Talia Oktaviana Sari Nasution Tri Handayani Trinanda Mahdiyah Lestari Vinni Nasrul Widia Anmolita Windi Zahara Yaumil Fadhila Yenni Rozimela Yuli Tiarina Yulia Rilani Yuni Citra Wulandari Zainil, Yetti Zul Amri