Reflection levels and teaching practices of in-service English teachers in Indonesia

Abstract

Despite the recognized importance of reflective practice for teacher professional development, there is limited empirical evidence on how in-service teachers sustain and apply reflective practices following structured training interventions, particularly in the Indonesian context. This study explores the relationship between reflection levels and teaching practices among in-service English teachers in Indonesia, following their participation in a structured teacher camp designed to promote reflective practice. Using a multi-phase mixed-methods approach, the research analyzed 460 reflective writings from 92 teachers, alongside questionnaire and follow-up survey data. The findings reveal that the majority of participants engaged in dialogic reflection, with a significant minority reaching critical reflection, while none demonstrated reflection-in-action. A strong correlation was identified between higher levels of reflection and more frequent, deeper engagement with innovative teaching strategies, including the integration of technology, critical thinking activities, and formative assessment. Teachers at the critical reflection level were more likely to adapt their classroom practices and sustain reflective habits post-camp, whereas those at lower levels reflected less frequently and made fewer changes. The study highlights the effectiveness of structured reflective prompts and immersive professional development in fostering meaningful teacher growth. Recommendations include targeted support for teachers to deepen their reflective skills and further research into the long-term impact of reflection on classroom decision-making.