The Reflective Practices Among English Teachers: A Phenomenological Inquiry
DOI:
https://doi.org/10.69569/jip.2024.0529Keywords:
Reflective practices, Lived experiences, Colaizzi, English teachersAbstract
The study aimed to capture the lived experiences of the selected Cebu-based English teachers based on their reflective practices in the basic education program. This Husserlian descriptive phenomenological study utilized a semi-structured interview guide to draw out rich narratives from the eight informants. The researcher analyzed the collected data using the Colaizzi (1978) method. Five themes came to light: The Benefits of Reflective Practices, The Drawbacks of Reflective Practices, Handling the Drawbacks of Reflective Practices, Gaining Insights from Reflective Practices, and Supporting Other Teachers’ Development. Based on the findings, the study revealed that the informants had benefited from reflective practices and faced drawbacks while implementing them. Based on the findings, the study suggests that teachers may continually use and improve reflective practices that work best for them, explore other reflective practices they have not tried yet, and pursue continuous professional development. DepEd and other institutions may provide various opportunities for professional development, such as practical seminars and workshops centered on reflective teaching. School leaders and administrators may also provide a protected schedule for structured professional learning conversations among teachers.
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