Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal JET (Journal of English Teaching) Adi Buana
Ramadhani, Pungky
Unknown Affiliation
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Learning from Teachers’ Teaching Experience: An Exploration of Reflective Practice to Apply in a Student-Centered Learning (SCL) Environment Ramadhani, Pungky; Diska Fatima Virgiyanti
JET ADI BUANA Vol 11 No 02 (2026): Volume 11 Number 02 October 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n02.2026.11278

Abstract

This study explores how EFL teachers employ reflective practice to sustain and enhance student-centered learning (SCL) in higher education. Using a qualitative case study, data were collected from five teachers through semi-structured interviews, reflective journals, and supplementary documents. The findings reveal that reflective practice operates across three interconnected modes: reflection-in-action, enabling real-time adaptive teaching; reflection-on-action, supporting post-lesson evaluation and professional growth; and reflection-for-action, facilitating anticipatory planning for diverse learner needs. Teachers demonstrated the ability to adjust instructional strategies responsively, consolidate insights through journals and peer discussions, and design lessons that balance structure with flexibility. Despite these benefits, institutional constraints such as heavy workloads, rigid curricula, and administrative demands limited systematic reflection, prompting teachers to rely on informal or collaborative practices to sustain engagement. The study highlights that reflective practice serves as a critical mechanism for adaptive pedagogy, professional identity development, and the promotion of SCL, while its transformative potential depends on both individual agency and institutional support. These findings offer theoretical and practical implications for teacher education programs seeking to embed reflective practices within student-centered frameworks.
Co-Authors Diska Fatima Virgiyanti