Reflective Practice in English Language Teacher Education in Indonesia: Teacher Educators’ Integration and Engagement

This study investigates how Indonesian teacher educators integrate reflective practice (RP) in English language teacher education (ELTE) programs and engage in RP for professional development. Drawing on a sociocultural perspective, it explores individual and contextual factors shaping the activities, particularly the contradictions leading to changes and development. The study reveals distinct approaches to teacher educators’ RP integration, emphasising tailored reflective activities to enhance student understanding rather than RP for its own sake. Teacher educators' RP engagement revolves around reflection-for-action, often informal and oral. The findings underscore the importance of shared goals, institutional support, and teacher agency in fostering teacher educators’ integration of and engagement in RP in the Indonesian ELTE context.