An E-Reflective Hybrid Professional Training for In-Service Teachers

Abstract

This qualitative case study aims to analyze how an E-Reflective Teaching and Learning Hybrid course is experienced by in-service English language instructors in terms of particular teaching skills, perception, and practice of reflection at the tertiary level. The implementation and evaluation stages of this course involved two different data sources (instructors’ opinions and recorded lessons) and six data collection tools (interviews, discussion forum questions, trainer’s reflection forms, instructors’ reaction forms, instructors’ reflection forms, and peer observation forms). The findings showed this course made a noticeable difference in the participants’ target teaching skills and the understanding and skill of reflection. This study sets itself up as a model for trainers and instructors who aim to improve themselves through reflective practice.