Teacher professional development through reflective teaching

The aim of the current research is to investigate how in-service English as a foreign language (EFL) teachers reflect on their teaching activities and how their self- reflection impacts their professionalism.The population of the study is English teachers who study at postgraduate program. Yet, since this study employed a qualitative case study as its research design, the findings are not meant to generalize to the research population.The sample for this study is purposive sampling, and itinvolved six in-service EFL teachers at various levels of education, such as kindergarten, elementary, junior, and senior high schools, who were taking the postgraduate program in English Education at FKIP Universitas Tanjungpura as the research participants. The data for this study were obtained through questionnaires and interviews, as well as the written analysis of participants' teaching videos. After being analyzed qualitatively, the findings of this study indicate that most respondents reflect on their teaching activities at a very basic level. In relation to the impact of their reflective teaching on their professionalism, however, overall, respondents thought that their reflection ctivities helped them know their weaknesses and strengths in teaching, which encouraged them to become better teachers