Detail The Interactive Relationship between Pedagogical Practices and Professional Development of EFL Teachers in Written Cycle   Oleh:  Winarsih, Dwi Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 1261-1264. Topik: pedagogical practices; professional development; written cycle Fulltext: THE INTERACTIVE RELATIONSHIP BETWEEN PEDAGOGICAL.pdf (8.1MB) Isi artikel Several researchers have revealed their findings of teachers’ professional practice, that is, how they plan their lessons, the decision they make, and the applied teaching methodology in their classrooms. This present study aims, first, to explore EFL high school teachers’ pedagogical practices in the context of written cycle and second, to examine the extent to which the pedagogical practices impact teachers’ professional development. The researcher employs a case study by utilizing document analysis taken from syllabuses, schemes of work, lesson plans, and worksheets, recording, questionnaire, structured open-ended interviews, classroom observations, and stimulated recall from five senior high school English teachers to get the data. The finding indicates teachers’ knowledge and the stance of enabling them to see affect pedagogical practices in written cycle of English teaching. These allow them to have professional development as well. This study contributes theories of interrelationship between pedagogical practices and professional development. Thus, teachers are recommended to be open as reflective teachers in order that successful change and professional development can occur. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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