Exploring Reflective Journal as a Pathway to Teacher Autonomy: A Qualitative Case Study of EFL Secondary Teachers in Indonesia
DOI:
https://doi.org/10.29408/veles.v9i2.30889Keywords:
reflective practice, teacher autonomy, reflective journals, EFL secondary teachersAbstract
Reflective practice and teacher autonomy are conceptually linked but often examined separately. While previous studies have explored reflective practice to enhance individual self-awareness, critical thinking, and teaching competence, little is known about its broader implications for fostering teacher autonomy in institutional and policy contexts. This qualitative case study investigated how reflective teaching journals contribute to the development of professional autonomy among EFL secondary teachers. Specifically, it examined (1) the elements of reflection evident in teachers’ journal entries and (2) how teachers exercise self-initiated pedagogical decision-making in lesson preparation. Five EFL secondary teachers from a senior high school in Serang, Indonesia, were purposively selected. Data comprised 20 reflective journal entries, guided by structured reflection prompts, and semi-structured interviews. Five reflection elements, suggestions, problems, hypotheses, reasoning, and testing were identified using content analysis and thematic coding. Testing and reasoning were most frequently linked to problem-solving strategies for increasing student engagement. Autonomy was evident in teachers’ adaptations of syllabi, sequencing of topics, and supplementation or replacement of textbook materials to meet learners’ needs. The findings indicate that reflective elements do not necessarily occur in a fixed sequence and highlight how reflective journaling can serve as both a diagnostic and developmental tool for teacher autonomy. The study recommends greater institutional support for diverse reflective practices to strengthen teachers’ capacity for informed, context-responsive decision-making in EFL classrooms.
References
Abdar, S., & Shafaei, A. (2022). The relationship between EFL teachers’ reflective thinking and their teaching style in Iranian EFL context. Reflective Practice, 23(5), 565–577. https://doi.org/10.1080/14623943.2022.2086534
Aliakbari, M., Khany, R., & Adibpour, M. (2019). EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships. TESOL Journal, 11(1). https://doi.org/10.1002/tesj.461
Ali, Z., Ullah, N., Yaqoob, N., & Saba, F. (2018). Teachers’ perceptions of curriculum change and the need of professional development for effective teaching practices. Multicultural Education, 9(1), 83–90. https://doi.org/10.2139/ssrn.5164465
Asaoka, C. (2021). Professional development of EFL teachers through reflective practice in a supportive community of practice. In Routledge eBooks (pp. 89–105). https://doi.org/10.4324/9781003028451-6
Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York University Press.
Banegas, D., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185–201. https://doi.org/10.1080/09650792.2013.789717
Barman, L., Josephsson, S., Silén, C., & Bolander-Laksov, K. (2016). How education policy is made meaningful – a narrative exploration of how teachers show autonomy in the development of teaching and learning. Higher Education Research & Development, 35(6), 1111–1124. https://doi.org/10.1080/07294360.2016.1144571
Borg, S. (2006). Teacher cognition and language education: Research and practice. London, England: Conti-nuum.
Brandisauskiene, A., Buksnyte-Marmiene, L., Daugirdiene, A., Cesnaviciene, J., Jarasiunaite-Fedosejeva, G., Kemeryte-Ivanauskiene, E., & Nedzinskaite-Maciuniene, R. (2022). Teachers’ autonomy-supportive behaviour and learning strategies applied by students: The role of students’ growth mindset and classroom management in low-SES-context schools. Sustainability, 14(13), 7664. https://doi.org/10.3390/su14137664
Brownlee, J. L., Bourke, T., Rowan, L., Ryan, M., Churchward, P., Walker, S., L’Estrange, L., Berge, A., & Johansson, E. (2022). How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking. British Educational Research Journal, 48(4), 684–703. https://doi.org/10.1002/berj.3789
Chan, C., & Lee, K. (2020). Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review, 32, 100376. https://doi.org/10.1016/j.edurev.2020.100376
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1395155
Cirocki, A., & Farrell, T. S. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 102111. https://doi.org/10.1016/j.system.2019.102111
Cirocki, A., & Anam, S. (2021). ‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research, 28(2), 440–465. https://doi.org/10.1177/13621688211007472
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge.
Cornish, L., & Jenkins, K. A. (2012). Encouraging teacher development through embedding reflective practice in assessment. Asia-Pacific Journal of Teacher Education, 40(2), 159–170. https://doi.org/10.1080/1359866x.2012.669825
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
Da Silva, A. L. L. (2021). Comparing teacher autonomy in different models of educational governance. Nordic Journal of Studies in Educational Policy, 8(2), 103–118. https://doi.org/10.1080/20020317.2021.1965372
Derinalp, P. (2022). Defining reflective practice from the Indonesian novice EFL teachers’ perspective. Reflective Practice, 23(4), 497–508. https://doi.org/10.1080/14623943.2022.2064445
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D.C. Heath & Co Publishers.
Dieudé, A., & Prøitz, T. S. (2022). Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts. European Educational Research Journal, 23(1), 28–47. https://doi.org/10.1177/14749041221075156
Fathi, M. J., Kafipour, R., Kashefian-Naeeini, S., & Shahsavar, Z. (2024). The impact of reflective teaching on EFL learners through implicit and explicit pragmatic competence instructions. Reflective Practice, 1–19. https://doi.org/10.1080/14623943.2024.2432063 s
Farrell, T. (2013). Reflective practice in ESL teacher development groups: From practices to principles. Springer.
Farrell, T. S. C., & Guz, M. (2019). “If I wanted to survive I had to use it”: The power of teacher beliefs on classroom practices. Teaching English as a Second or Foreign Language--TESL-EJ, 22(4). https://files.eric.ed.gov/fulltext/EJ1204614.pdf
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389
Gheith, E., & Aljaberi, N. (2018). Reflective teaching practices in teachers and their attitudes toward professional self-development. International Journal of Progressive Education, 14(3), 161–180. https://doi.org/10.29329/ijpe.2018.146.11
Giurastante, F. (2024). Motivation and professional development needs of foreign language teacher educators. European Journal of Teacher Education, 1–17. https://doi.org/10.1080/02619768.2024.2376069
Gudeta, D. (2022). Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers. Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2022.2030076
Gutierrez, A., Mills, K., Scholes, L., Rowe, L., & Pink, E. (2023). What do secondary teachers think about digital games for learning: Stupid fixation or the future of education? Teaching and Teacher Education, 133, 104278. https://doi.org/10.1016/j.tate.2023.104278
Han, L. (2020). On the relationship between teacher autonomy and learner autonomy. International Education Studies, 13(6), 153. https://doi.org/10.5539/ies.v13n6p153
Harell, K. F. (2018). Deliberative decision-making in teacher education. Teaching and Teacher Education, 77, 299–308. https://doi.org/10.1016/j.tate.2018.10.015
Hartmann, A., Kruijf, J. V., & Van Weesep, R. (2023). Asking the right questions: The role of reflection for learning in and between projects. International Journal of Project Management, 41(5), 102494. https://doi.org/10.1016/j.ijproman.2023.102494
Hikmat, M. H., Santos, R. F., Suharyanto, S., Maudy, A. G., & Phommavongsa, K. (2022). Toward continuous innovation in teaching: Reflective practice on English teaching of Indonesian and the Philippine teachers. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(1), 45–60. https://doi.org/10.23917/ijolae.v5i1.19273
Houde, P. (2022). Reflective practice through dialogic interactions: togetherness and belonging within a collective of EFL teachers in Mexico. The Qualitative Report. https://doi.org/10.46743/2160-3715/2022.4861
Kantawala, A. (2023). Reflecting and Adapting: The role of reflective practice in transforming education during the pandemic and beyond. Art Education, 76(3), 4–7. https://doi.org/10.1080/00043125.2023.2203665
Ketonen, L., & Nieminen, J. H. (2025). Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform. Journal of Curriculum Studies, 1–18. https://doi.org/10.1080/00220272.2025.2460476
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214
Kvale, S. and Brinkmann, S. (2015). Interviews: Learning the craft of qualitative research interviewing. 3rd Edition, Sage Publications, Thousand Oaks, CA.
Lefebvre, J., Lefebvre, H., Gauvin-Lepage, J., Gosselin, R., & Lecocq, D. (2023). Reflection on teaching action and student learning. Teaching and Teacher Education, 134, 104305. https://doi.org/10.1016/j.tate.2023.104305
Loughran, J. (1996). Developing reflective practice. London: Routledge.
Lukas, B. A., Patrick, F. I. A., Chong, G., Jaino, N. B., & Yunus, M. M. (2020). Using U-NO-ME card game to enhance primary one pupils’ vocabulary. International Journal of Learning Teaching and Educational Research, 19(5), 304–317. https://doi.org/10.26803/ijlter.19.5.19
Malik, R. S., & Hamied, F. A. (2014). Research methods: A guide for first time researcher. Bandung: UPI Press.
Machost, H., & Stains, M. (2023). Reflective practices in education: A primer for practitioners. CBE—Life Sciences Education, 22(2). https://doi.org/10.1187/cbe.22-07-0148
Mermelstein, A. D. (2018). Reflective teaching as a form of professional development. Mextesol Journal, 42(4), 1-14.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey Bass.
Miles, M. B., Huberman, M. A., & Saldana, J. (2020). Qualitative data analysis (4th ed.). SAGE Publications.
Moon, J. (2006). Learning journals: A handbook for reflective practice and professional development. London: Routledge.
Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. (2018). The relationship between EFL teachers’ reflective practices and their teaching effectiveness: A structural equation modeling approach. Cogent Psychology, 5(1), 1424682. https://doi.org/10.1080/23311908.2018.1424682
Nalbantoğlu, Ü. Y., & Bümen, N. T. (2023). Changes in the curriculum adaptation skills of teachers as a result of professional development support: A Turkish case study. Teaching and Teacher Education, 137, 104386. https://doi.org/10.1016/j.tate.2023.104386
Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge: Cambridge University
Nuraeni, N., & Heryatun, Y. (2021). Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development. Studies in English Language and Education, 8(3), 1144–1157. https://doi.org/10.24815/siele.v8i3.20221
Nurkamto, J., & Sarosa, T. (2020). Engaging EFL teachers in reflective practice as a way to pursue sustained professional development. IJPTE International Journal of Pedagogy and Teacher Education, 4(1), 45. https://doi.org/10.20961/ijpte.v4i1.26082
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1–55. https://doi.org/10.4073/csr.2011.4
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Patton, M. Q. (2015). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage.
Popp, J. S. (2021). Evolving Problems of Practice: How a teacher’s reflective courses of action contributed to her learning and change. Action in Teacher Education, 43(4), 392–410. https://doi.org/10.1080/01626620.2021.1883152
Puspitasari, M. (2024). Navigating classroom challenges and curriculum changes: A qualitative study of an English Teacher’s journey in the Indonesian education system. Power and Education. https://doi.org/10.1177/17577438241275799
Rachmajanti, S., Sulistyo, G. H., Megawati, F., & Akbar, A. a. N. M. (2020). Professional development as viewed by EFL teachers at lower secondary schools. JEES (Journal of English Educators Society), 5(2), 205–212. https://doi.org/10.21070/jees.v5i2.964
Ramírez-Montoya, M. S., Andrade-Vargas, L., Rivera-Rogel, D., & Portuguez-Castro, M. (2021). Trends for the Future of Education Programs for Professional Development. Sustainability, 13(13), 7244. https://doi.org/10.3390/su13137244
Richards, J. and Lockhart, C. (1994) Reflective teaching in second language classrooms. Foreign Language Teaching and Research Press, Cambridge University Press.
Rodgers, C. R. (2020). The art of reflective teaching: Practicing presence. Teachers College Press.
Rusticus, S. A., Pashootan, T., & Mah, A. (2022). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161–175. https://doi.org/10.1007/s10984-022-09410-4
Salih, A. A., & Omar, L. I. (2022). Reflective teaching in EFL online classrooms: Teachers’ perspective. Journal of Language Teaching and Research, 13(2), 261–270. https://doi.org/10.17507/jltr.1302.05
Schreier, M. (2012). Qualitative content analysis in practice. (Vols. 1-0). SAGE Publications Ltd. https://doi.org/10.4135/9781529682571
Sellars, M. (2012). Teachers and Change: The role of Reflective practice. Procedia - Social and Behavioral Sciences, 55, 461–469. https://doi.org/10.1016/j.sbspro.2012.09.525
Sieberer-Nagler, K. (2015). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163. https://doi.org/10.5539/elt.v9n1p163
Silvola, A., Näykki, P., Kaveri, A., & Muukkonen, H. (2021). Expectations for supporting student engagement with learning analytics: An academic path perspective. Computers & Education, 168, 104192. https://doi.org/10.1016/j.compedu.2021.104192
Sipman, G., Martens, R., Thölke, J., & McKenney, S. (2021). Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions. Professional Development in Education, 50(4), 746–759. https://doi.org/10.1080/19415257.2021.1902839
Smiderle, R., Rigo, S. J., Marques, L. B., De Miranda Coelho, J. a. P., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-019-0098-x
Stake, R. E. (2010). Qualitative research: Studying how things work. The Guilford Press.
Stăncescu, I., Drăghicescu, L. M., Petrescu, A. M. A., & Gorghiu, G. (2019). Reflective practice in the context of teachers’ continuous professional development. Pro Edu. International Journal of Educational Sciences, 1(1), 5-14.
Sulis, G. (2024). Exploring the dynamics of engagement in the language classroom: A critical examination of methodological approaches. Research Methods in Applied Linguistics, 3(3), 100162. https://doi.org/10.1016/j.rmal.2024.100162
Sun-Keung, N. (2020). Teachers’ reflective practices in implementing assessment for learning skills in classroom teaching. ECNU Review of Education, 5(3), 470–490. https://doi.org/10.1177/2096531120936290
Truong, M. T., & Murray, J. (2019). Understanding language teacher motivation in online Professional Development: A study of Vietnamese EFL teachers. Teaching English as a Second or Foreign Language, 23(3).
Umutlu, D., & Kim, C. (2020). Design guidelines for scaffolding pre‐service teachers’ reflection‐in‐action toward culturally responsive teaching. Reflective Practice, 21(5), 587–603. https://doi.org/10.1080/14623943.2020.1779049
Vaughn, M. (2014). Adaptive teaching: reflective practice of two elementary teachers’ visions and adaptations during literacy instruction. Reflective Practice, 16(1), 43–60. https://doi.org/10.1080/14623943.2014.944143
Widodo, H.P. (2016). Language Policy in Practice: Reframing the English Language Curriculum in the Indonesian Secondary Education Sector. In: Kirkpatrick, R. (eds) English Language Education Policy in Asia. Language Policy, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-22464-0_6
Wijnands, A., Van Rijt, J., Stoel, G., & Coppen, P. (2022). Balancing between uncertainty and control: Teaching reflective thinking about language in the classroom. Linguistics and Education, 71, 101087. https://doi.org/10.1016/j.linged.2022.101087
Yin, R. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage Publications, In
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/s0261444820000208
Zhai, N., Huang, Y., Ma, X., & Chen, J. (2023). Can reflective interventions improve students’ academic achievement? A meta-analysis. Thinking Skills and Creativity, 49, 101373. https://doi.org/10.1016/j.tsc.2023.101373
Zhang, X. (2023). Not just playing: potential in enhancing second language learning through Games. SHS Web of Conferences, 180, 02001. https://doi.org/10.1051/shsconf/202318002001
Zimmer, W. K., & Matthews, S. D. (2021). A virtual coaching model of professional development to increase teachers’ digital learning competencies. Teaching and Teacher Education, 109, 103544. https://doi.org/10.1016/j.tate.2021.103544
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Intan Septia Latifa, Nenden Sri Lengkanawati, Ika Lestari Damayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with VELES agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors can enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as this can lead to productive exchanges and earlier and greater citations of published work.
VELES is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
