Recently, reflective practice is becoming an important feature (Farrell, 1999),

intergral part (Jay & Johnson, 2002) and a prominent paradigm (Sze, 1999) in
language teachers education programs around the world. Similiarly, Scale and Kelly
(2012) consider it as a key to become professional teachers by which these
professional teachers are required to promote effective teaching (imer, imer, and
Vekli, 2013). Therefore, teachers have been encouraged to carry out reflective
practice in their teaching (Schn, 1991; Richard & Farrell, 2005; Levis & Farrell,
2007). However, to apply this practice, there are some shortcomings and barrier
which should not be taken for granted.

Before going further, it is necessary to understand the definition of reflective practice.

Schn (1987; 1991), defines it as a thinking back on what have been done after
doing the practice ,called reflection on action. He also suggests that reflection can be
taken placed during the action, or it is called reflection in action. Rather differently,
Ghaye and Ghaya (1998) defines reflective practice as a process of research
conducted by teachers individually or collectively in which the outcome are used to
challenge and reconstruct the action and eventually develop a new insight. The more
practical definition for teaching is provided by Richard and Farrell (2005) and Bolton
(2010). They agreed that reflective practice as a process of critical examinations
towards classroom experiences which leads to a better understanding of ones
teaching practice and routines. Thus, it could be concluded that reflective practice is
a process of research conducted by teachers individually or collectively to evaluate
critically on what has been done in their own practice and make an improvement in
their practice based on their evaluation.

Despite the term reflective practice has been defined by several experts as above, it
, undeniably has been criticized to be unclear definition and lack of clarity by some
opponents (Newman, 2006; Kinsella, 2003; Bengtsson cited in Sze, 1999). They
claimed that the term reflective practice lead to many different interpretations and
confusion among practitioners. Shabeeb and Akkary (2014) found that there was a
misinterpretation about meaning of reflective practice by some teachers and even
the director of professional development in a school in Libanon. However, Farrell
(2013) said that he does not think reflective practice is lack of clarity at the scholar
level. According to him a teachers or reflection groups ought to decide what their
idea about reflective practice based on their interpretation. Indeed, the definition
explained is unlikely to make practitioners misguided. It is probably that
misinterpretation takes place because the teachers have not fully understand the
meaning for reflective practice itself.

Apart from that, reflective practice offers a number of benefits. Firstly, it makes
teachers more aware of their practice. This practice allows teachers to act in a
deliberate, intentional manner and to keep them away from the action without
fundamental reasons (Farrell, 2013; Brookfield, 1995; Ghaya & Ghaye, 1998). It
means that teachers are aware of the belief and theories underlying their practice(
Farrell, 2013). Reflection also allows educators to recognize their feeling (Scale &
Kelly, 2012). These claims are consistent with studies conducted by Farrell (2011)
and Farrell and Ives (2015) which highlighted that teachers become more aware of
their beliefs about teaching after discussing with other experienced teachers they
work with. Also, Farrell (2007) founded the teacher become confident and feel good
after reflecting their feeling.

Moreover, Harnett (2012) argues reflective practice makes teachers become more
aware of their faults. The faults done may lead problems take place. When teaching
practice comprises repeated problems, reflection can predict the common order and
pattern of the problems (Ghaye & Ghaya, 1998). Having such awareness, the
teachers, seemingly can anticipate the problems and be more careful in making
decision. For instance, after learning their faults teacher become understand how to
deal with challenging learner behaviour in the classroom, selecting material and task
that suit to learners need and abilities, as well as monitoring and recording learners
progress appropriately (Brookfield, 1995).

Through reflective practice teachers can also consult their problems with others.
Brookfield (1995) says, a teacher is not a lone ranger who heroically fights for his or
her own chaotic problems. It could be mean that teachers should not solve their
problem alone. They have friend and colleagues to share with. By sharing teachers
would able to exchange ideas and experiences with others, and gain better
understanding or even new insight (Harnett, 2012) toward a variety of issues. Then,
they are more likely to able to find the solution to tackle the problem (Farrell,
2013).Thus, it has been agreed that reflective practice work best when it is shared
(Schn, 1991; Farrell, 2013; Dowson, 2012).

Furthermore, reflective practice enables teachers to keep developing their

professionalism. Reflective practice is a cyclical process (Ghaye & Ghaya, 1998) as
it can be seen in Kolb, Gibbs and Deweys cycle. This process is more likely to make
teachers become life-long learners (Scale & Kelly, 2012) as they always learn from
their experience and make a better change to improve their teaching in the next
action and this process is continuous. Besides, if this practice is mentored by
experts, teachers are more likely to be exposed with theories underlying their
practice and to be updated with research studies. In fact, Harnett (2012) invited
university researchers in this study to supervise the teachers who do the reflective
practice.

On the other hand, reflective practice may benefit students. According to Brookfield
(1995) it develops students critical thinking skill and creates democratic learning
environment. He claimed that teachers who regularly carry out reflective practice are
more likely to invite their students to questions critically to their own practice by
which their ideas, believe, assumptions, and action are opened to be critiqued by
students. Hence, students voiced are listened and fairness is nourished. By doing
so, learners needs and differences are also more likely to be recognized (Farrell,
2013) and they become encouraged to reflect and improve their learning (Scale &
Kelly, 2012). According to Farrell, this may result in more active and more
responsible learners for their own learning.

Although reflective practice benefits both teachers and learners, it requires teachers
who are skilful in research. Moran and Dallat (1994) claims teachers are
presupposed to be researchers doing sequential steps of research. Similarly,
Shabeeb and Akkary (2014) believe teachers require the skills and prior knowledge
before they study and examine their own practice. If teachers do not get any
adequate support, they are more likely to face challenge in doing reflective practice.
By contrast Firth (2016) claims teachers as graduate and professional educators are
well qualified to carry out research. However, not all teachers have such skills
(Harnett, 2012). Shabeeb and Akkary in their study found that teachers were still
confused in using tools to collect evidence and did not know how to make journal
and evaluate their critically (Farrell, 1999). Therefore, teachers may need sufficient
support to teach them skill and give them help to take up the reflective practice
(Shabeeb & Akkary, 2014).

Moreover, reflective practice requires more time (Davis, 2002). In their busy daily
teaching, teacher should be willing to devote their time for writing journals and doing
self- evaluation. Then, they have to manage time to arrange meeting with their
colleagues or supervisors for reflection. Seemingly to do such activities, they need to
allocate more time. Indeed, Farrell (1999) noticed that the extended time required to
do group evaluation in his study on experience english teachers.

Moving from the limitations, there are internal and external barriers hindering
reflective practice (Newton, 2003). According to him, the internal obstacle is related
to awareness and feeling of teachers themselves. Teachers who are not aware the
important of reflecting their own practice, they may not do such practice. While
Farrell (1999) says if teachers feel anxious too much, reflective practice cannot be
taken placed. It is because such anxiety may lead to unscholarly echo-chamber
(Dowson, 2012) whereby teachers merely self evaluate their own practice and do not
want to share and consult with their colleagues. Indeed, they reflect based on their
own assumption and view. As a result they are unlikely to get input or new insight
from out others. Brookfield (1995) refers this as a culture of secrecy, a culture of
unwillingness to share private dilemmas, uncertainties, and frustrations of practice to
the public and afraid to blamed and judged by other colleges. Therefore he believes
where a culture of secrecy exists, reflection is doomed.

On the other hand, the external barrier is related to teacher working environment.
According to Davis (2003) and Brookfield (1995) lack of resources, recognition and
appreciation of the institution to the additional task performed by teachers may make
teachers de-motivated to carry out reflective practice. For example, a school does
not facilitate the teachers with online access to engage with international research or
journals. Alternatively, teachers who write daily journal to improve the
professionalism do not get any reward by headmaster with charter, certificate or
additional salary. Thus, the teachers are more likely to merely focus on their main
job, teaching.
To sum up, reflective practice is a continual process of learning done by teachers
through researching their own practice. This process may enable teachers to be
aware of their own practice and to dig deeper their understanding toward the
strengths and weakness of their performance. However, this practice seems to
require teachers to be skilful in examining their own practice and it relatively takes
time. Even, this practice can be hindered by a number of external and internal
factors.

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