Reflective practice has emerged as a powerful tendency in teacher
education. Teachers must assess their practices in order to progress their careers
and improve student performance due to the complexity of teaching. The ability to
reflect on a path of action in order to learn more is referred to as reflective
practice
This study aims to investigate on what English teachers reflective teaching
level and what are the challenges that EFL teacher faced in their reflective
practice. The research was conducted in Banjarmasin, South Kalimantan,
Indonesia, where the Jakarta English Language Teacher Training Program (J�ELTT) assists Indonesian madrassa and pesantren teachers in developing their
careers, instructing in English, and implementing impact study projects. A semi�structured interview was used to collect the data, then analyzed to narrative
analysis.
The findings showed that The level of reflection that EFL teacher used in
the classroom in this research divided to two level: Descriptive reflection and
Dialogic reflection. There are three challenges that the EFL teacher faced in doing
their reflection in the classroom. The first challenge is difficulties with
pedagogical logistics, the second challenge is conceptualization of terms,
purposes and processes, and the last challenge that hinder teacher to practice
reflective teaching is reflection approaches