Adeani, I. S., Febriani, R. B., & Syafryadin, S. (2020). Using Gibbs reflective cycle in making reflections of literary analysis. Indonesian EFL Journal, 6(2), 139. https://doi.org/10.25134/ieflj.v6i2.3382 

Afrianto. (2018). Being a professional teacher in the era of industrial revolution 4.0: opportunities, challenges and strategies for innovative classroom practices. English Language Teaching and Research, 2(1), 3. 

Alsalahi, S. M. (2015). Stages of teacher's professionalism: How are english language teachers engaged? Theory and Practice in Language Studies, 5(4), 671-678. Retrieved from https://search.proquest.com/docview/1685872568?accountid=13155 

Ajayi, L. (2011). Teaching alternative licensed literacy teachers to learn from practice: a critical reflection model. Teacher Education Quarterly, 38(3), 169-189. Retrieved from http://www.jstor.org/stable/23479623 

Aspasia, D., Alexandra, B., Matina, M., & Penelope, M. (2016). Teachers’ use of reflective journal writing within a physical education professional development program. Journal of Teacher Education and Educators, 5(3), 335-360. 

Becker, K. L., & Renger, R. (2017). Suggested guidelines for writing reflective case narratives: structure and indicators. American Journal of Evaluation, 38(1), 138–150. https://doi.org/10.1177/1098214016664025 

Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Routledge. 

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal. 

Branch Jr, W. T. (2010). The road to professionalism: reflective practice and reflective learning. Patient Education and Counseling, 80(3), 327-332. 

Bruno, A., Galuppo, L., & Gilardi, S. (2011). Evaluating the reflexive practices in a learning experience. European journal of psychology of education, 26(4), 527-543. 

Bulman, C., & Schutz, S. (Eds.). (2013). Reflective practice in nursing. John Wiley & Sons. 

Butani, L., Bannister, S. L., Rubin, A., & Forbes, K. L. (2017). How educators conceptualize and teach reflective practice: a survey of north American pediatric medical educators. Academic Pediatrics, 17(3), 303–309. https://doi.org/10.1016/j.acap.2016.12.008 

Camburn, E. M., & Han, S. W. (2017). Teachers’ professional learning experiences and their engagement in reflective practice: a replication study. School Effectiveness & School Improvement, 28(4), 527-554. doi:10.1080/09243453.2017.1302968 

Camburn, E. M., & Han, S. W. (2015). Infrastructure for teacher reflection and instructional change: an exploratory study. Journal of Educational Change, 16(4), 511-533. 

Calderhead, J. (1995). The development of initial teacher education: insights from research on learning to teach. REPORT NO PUB DATE NOTE AVAILABLE FROM, 63. 

Carol Springer Sargent (2015) Evidence of reflective thinking across the curriculum: college experience versus individual courses. Higher Education Research & Development, 34:3, 624-640, DOI: 10.1080/07294360.2014.973375 

Castleberry, Ashley N,PharmD., M.A.Ed, Payakachat, N., PhD., Ashby, Sarah,PharmD., M.P.H., Nolen, A., PhD., Carle, Martha,M.Ed, M.P.H., Neill, K. K., PharmD., & Franks, A. M., PharmD. (2016). Qualitative analysis of written reflections during a teaching certificate program. American Journal of Pharmaceutical Education, 80(1), 1-7. Retrieved from https://search.proquest.com/docview/1770934477?accountid=13155 

Cattaneo, A. A. P., & Motta, E. (2021). “I reflect, therefore I am… a good professional”. on the relationship between reflection-on-action, reflection-in-action and professional performance in vocational education. Vocations and Learning, 14(2), 185–204. https://doi.org/10.1007/s12186-020-09259-9 

Chang, B. (2019). Reflection in learning. Online Learning Journal, 23(1), 95–110. https://doi.org/10.24059/olj.v23i1.1447 

Chi-Cheng Chang, & Bing-Hong Wu. (2012). Is teacher assessment reliable or valid for high school students under a web-based portfolio environment?. Journal of Educational Technology & Society, 15(4), 265-278. Retrieved from http://www.jstor.org/stable/jeductechsoci.15.4.265 

Choy, S. C., Yim, J. S. C., & Tan, P. L. (2017). Reflective thinking among preservice teachers: a Malaysian perspective. Issues in Educational Research, 27(2), 234-251. 

ÇIMER, S. O., & ÇIMER, A. (2012). Issues around incorporating reflection in teacher education in Turkey. Journal of Turkish Science Education, 9(1), 17-30. 

Corcoran, R. P., & O’Flaherty, J. (2016). Personality development during teacher preparation. Frontiers in Psychology, 7, 1677. 

da Silva, L., da Silva, M., & Rocha, N. (2017). “Let’s not forget we are language teachers!”: investigating critical teaching and critical reflection in the practicum of an english undergraduate program. Fórum Linguístico, 14(1), 1866-1879. 

Devi, V., Mandal, T., Kodidela, S., & Pallath, V. (2012). Integrating students' reflection-in-learning and examination performance as a method for providing educational feedback. Journal of Postgraduate Medicine, 58(4), 270-4. doi:http://dx.doi.org/10.4103/0022-3859.105447 

Dewey, J. (1938). Logic - The Theory of Inquiry. 1st ed. Read Books Ltd. 

Dinham, J., Choy, S. C., Williams, P., & Yim, J. S. C. (2021). Effective teaching and the role of reflective practices in the Malaysian and Australian education systems: a scoping review. Asia-Pacific Journal of Teacher Education, 49(4), 435–449. https://doi.org/10.1080/1359866X.2020.1824267 

Drick, C. A. (2014). Nurturing yourself to enhance your practice. International Journal of Childbirth Education, 29(1), 46-51. Retrieved from https://search.proquest.com/docview/1496655575?accountid=13155 

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: a critical relationship. Computers & Education, 59(2), 423-435. 

Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75, 244–258. https://doi.org/10.1016/j.tate.2018.07.001 

Farr, F., & Riordan, E. (2015). Tracing the reflective practices of student teachers in online modes. ReCALL, 27(1), 104-123. doi:10.1017/S0958344014000299 

Farrell, T. S., & Jacobs, G. M. (2016). Practicing what we preach: teacher reflection groups on cooperative learning. Tesl-Ej, 19(4), n4. 

Feeney, S., & Freeman, N. K. (2016). Ethical issues: responsibilities and dilemmas. YC Young Children, 71(1), 86-89. 

Fernandez, S. C., Chelliah, K. K., & Halim, L. (2015). A peek into oneself: reflective writing amongst undergraduate medical imaging students. Reflective Practice, 16(1), 109-122. doi:10.1080/14623943.2014.982524 

Fielder, R. L., Mullen, R. & Finnegan, M. (2009). Portfolios in context: a comparative study in two preservice teacher education programs. Journal of Research in Technology in Education, 42, 2, 99–122. 

Fletcher, J., Everatt, J., Mackey, J., & Fickel, L. H. (2020). Digital technologies and innovative learning environments in schooling: a New Zealand experience. New Zealand Journal of Educational Studies, 55(1), 91-112. 

Galea, S. (2012). Reflecting reflective practice. Educational Philosophy and Theory, 44(3), 245–258. https://doi.org/10.1111/j.1469-5812.2010.00652.x 

Garza, R., & Smith, S. F. (2015). Pre-service teachers’ blog reflections: illuminating their growth and development. Cogent Education, 2(1), 1066550 

Gibbs, G. (1988). Learning by Doing. A Guide to Teaching and Learning Methods.. Oxford: Oxford Brookes Further Education Unit. 

Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101–114. https://doi.org/10.1007/s10734-016-0031-y 

Goh, P. C., & Blake, D. (2015). Teacher preparation in Malaysia: needed changes. Teaching In Higher Education, 20(5), 469-480. doi:10.1080/13562517.2015.1020780 

Goldman, J. D., & Grimbeek, P. (2015). Pre-service primary school teachers’ self-reflective competencies in their own teaching. European Journal of Psychology of Education, 30(2), 189-207. 

Gorski, P. C., & Dalton, K. (2020). Striving for critical reflection in multicultural and social justice teacher education: introducing a typology of reflection approaches. Journal of Teacher Education, 71(3), 357–368. https://doi.org/10.1177/0022487119883545 

Green, M. C. (2019). Michael Cawood Green and Tony Williams. 22(1), 1–13. 

Harrison, N., & Murray, B. (2012). Reflective teaching practice in a Darug classroom: how teachers can build relationships with an aboriginal community outside the school. The Australian Journal of Indigenous Education, 41(2), 139-145. doi:10.1017/jie.2012.14 

Hargreaves, J. (2004). So how do you feel about that? assessing reflective  practice. Nurse Education Today, 24(3), 196-201. 

Hayman, B., Wilkes, L., & Jackson, D. (2012). Journaling: identification of challenges and reflection on strategies. Nurse researcher, 19(3). 

Hébert, C. (2015). Knowing and/or experiencing: a critical examination of the reflective models of John Dewey and Donald Schön. Reflective Practice, 16(3), 361-371. 

Heilbronn, R. (2010). The nature of practice-based knowledge and understanding. Institute of Education, University of London. 

Holmes, K. (2015). Reflections on teaching and learning in undergraduate education: an auto-ethnographical reflection on storytelling as a portal to mindfulness. Creative Approaches to Research, 8(2), 86-99. Retrieved from https://search.proquest.com/docview/1758459432?accountid=13155 

Huah, G. L. (2021). Reflective practice and teacher research: catalysts for teacher growth. Universal Journal of Educational Research, 9(6), 1306–1315. https://doi.org/10.13189/ujer.2021.090620 

Hughes, J. E., Cheah, Y. H., Shi, Y., & Hsiao, K. H. (2020). Preservice and inservice teachers’ pedagogical reasoning underlying their most-valued technology-supported instructional activities. Journal of Computer Assisted Learning, 36(4), 549–568. https://doi.org/10.1111/jcal.12425 

Hushman, G., Napper-Owen, G., & Hushman, C. (2013). Exploring the process of conceptual change of pre-service teachers in a physical education teacher preparation program. Teacher Education Quarterly, 40(2), 109-124. Retrieved from http://www.jstor.org/stable/43684743 

Jamil, H. (2014). Teacher is matter for education quality : a transformation of policy for enhancing the teaching profession in Malaysia. Journal of International Cooperation in Education, 16(2), 181–196. 

Johns, C. (2009). Becoming a reflective practitioner. John Wiley & Sons. 

Jung, J. H. (2011). A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement (Doctoral dissertation). 

Karnieli-Miller, O. (2020). Reflective practice in the teaching of communication skills. Patient Education and Counseling, 103(10), 2166–2172. https://doi.org/10.1016/j.pec.2020.06.021 

Maaranen, K., & Stenberg, K. (2017). Portraying reflection: The contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice, 18(5), 699-712. 

Kember, D., Mckay, J., Sinclair, K., & Kam Yuet Wong, F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment and Evaluation in Higher Education, 33(4), 369–379. https://doi.org/10.1080/02602930701293355 

Koh, B. D., & Boisen, L. S. (2019). The use-of-selves interdependent model: A pedagogical model for reflective practice. Journal of Social Work Education, 55(2), 338–350. https://doi.org/10.1080/10437797.2018.1513880 

Korathagen, F., & Wubbes, T. (2008). Characteristics of reflective teachers education.  Korathagen, F. (Ed.), Linking practice and theory: the pedagogy of realistic teacher education, New Jersey: LawranceErlbaum, 133-144. 

Kosassy, S. O. (2020). Kobeko Learning model based web blog (high education ballad amid the siege of covid-19). International Journal of Technology Vocational Education and Training, 1(1), 37-42. 

Kula, S., & Güzel, E. B. (2014). Misconceptions emerging in mathematics student teachers' limit instruction and their reflections. Quality and Quantity, 48(6), 3355-3372. doi:http://dx.doi.org/10.1007/s11135-013-9961-y 

Lau, K. (2016). Assessing reflection in English enhancement courses: teachers’ views and development of a holistic framework. Assessment and Evaluation in Higher Education, 41(6), 854–868. https://doi.org/10.1080/02602938.2015.1048424 

Lawrence-Wilkes, L. and Ashmore, L. (2014). The reflective practitioner in professional education. Houndsmill, Basingstoke, Hampshire: Palgrave Macmillan. 

Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699–715. https://doi.org/10.1016/j.tate.2005.05.007 

Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship?. Advances in Health Sciences Education, 16(4), 529–545. https://doi.org/10.1007/s10459-011-9298-z 

Li, Q. (2014). Reflections on the development of the college english teachers in the age of curriculum reform. Theory and Practice in Language Studies, 4(7), 1458-1462. Retrieved from https://search.proquest.com/docview/1547333097?accountid=13155 

Liu, L., & Zhang, Y. (2014). Enhancing teachers' professional development through reflective teaching. Theory and Practice in Language Studies, 4(11), 2396-2401. Retrieved from https://search.proquest.com/docview/1630750653?accountid=13155  

Liu, J. (2016). A survey on the critical consciousness of english major MA supervisors. Theory and Practice in Language Studies, 6(9), 1813-1818. doi:http://dx.doi.org/10.17507/tpls.0609.13 

Liu, X., & Li, Y. (2016). Views of english language teachers in private colleges regarding microteaching. Theory and Practice in Language Studies, 6(11), 2117-2123. doi:http://dx.doi.org/10.17507/tpls.0611.08 

Livingston, K., & Flores, M. A. (2017). Trends in teacher education: a review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40(5), 551–560. https://doi.org/10.1080/02619768.2017.1387970 

Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teachers and Teaching: Theory and Practice, 25(5), 523–535. https://doi.org/10.1080/13540602.2019.1633294 

Lupinski, K., Jenkins, P., Beard, A., & Jones, L. (2012). Reflective practice in teacher education programs at a HBCU. Educational Foundations, 26, 81–92. 

Luttenberg, J., Meijer, P., & Oolbekkink-Marchand, H. (2017). Understanding the complexity of teacher reflection in action research. Educational Action Research, 25(1), 88-102. 

Maaranen, K., & Stenberg, K. (2017). Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience*. Reflective Practice, 18(5), 699–712. https://doi.org/10.1080/14623943.2017.1323729 

Mansfield, J. (2019). Pedagogical equilibrium: The development of teachers’ professional knowledge. London: Routledge. 

Mansfield, J., & Loughran, J. (2018). Pedagogical equilibrium as a lens for understanding teaching about teaching. Studying Teacher Education. doi:10.1080/17425964.2018.1541274 

McKinney, M. O., Perkins, P. G. & Jones, W. P. (1995). Evaluating the use of self-assessment portfolios in a literacy methods class. Reading Research and Instruction, 35, 1, 19–36. 

Miller-Kuhlmann, R., O’Sullivan, P. S., & Aronson, L. (2016). Essential steps in developing best practices to assess reflective skill: A comparison of two rubrics. Medical Teacher, 38(1), 75-81. doi:10.3109/0142159X.2015.1034662 

Min, W. Y., Mansor, R., & Samsudin, S. (2017). Facilitating reflective practice in teacher education: an analysis of student teachers’ level of reflection during teacher clinical experience. International Journal of Academic Research in Business and Social Sciences, 7(3), 599-612. 

Moniz, T., Arntfield, S., Miller, K., Lingard, L., Watling, C., & Regehr, G. (2015). Considerations in the use of reflective writing for student assessment: Issues of reliability and validity. Medical Education, 49(9), 901–908. https://doi.org/10.1111/medu.12771 

Mumford, S., & Dikilitas, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers and Education, 144. https://doi.org/10.1016/j.compedu.2019.103706 

Nambiar, R. M. K., & Thang, S. M. (2016). Examining Malaysian teachers’ online blogs for reflective practices: towards teacher professional development. Language and Education, 30(1), 43–57. https://doi.org/10.1080/09500782.2015.1071386 

Nelson, F. L., & Sadler, T. (2013). A third space for reflection by teacher educators: A heuristic for understanding orientations to and components of reflection. Reflective Practice, 14(1), 43-57. 

Newman, S. J. (1996). Reflection and Teacher Education. Journal of Education for Teaching, 22(3), 297–310. https://doi.org/10.1080/02607479620269 

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32(4), 1089–1126. https://doi.org/10.1007/s10648-020-09541-1 

Nurfaidah, S., Lengkanawati, N. S., & Sukyadi, D. (2017). Levels of reflection in EFL pre-service teachers’ teaching journal. Indonesian Journal of Applied Linguistics, 7(1), 80–92. https://doi.org/10.17509/ijal.v7i1.6861 

Nyaupane, B. R. (2018). Reflective teaching practice by efl teachers . A Research Paper. 

Odabasi, Ç. S., & Çimer, A. (2012). Issues around incorporating reflection in teacher education in Turkey. The Journal of Turkish Science Education, 9(1), 17-30. 

Olsson, T. and Roxa°, T. (2012). A model promoting conceptual change in higher education—an integrated approach. In N. Brown, S. M. Jones & A. Adam (Eds.) Research and development in higher education:connections in higher education Vol.35 (pp. 213–223). Hobart, Australia: Higher Education Research and Development Society of Australasia. 

Parsons, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching: Theory and Practice, 11(1), 95–116. https://doi.org/10.1080/1354060042000337110 

Paterson, C., & Chapman, J. (2013). Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport, 14(3), 133-8. doi:http://dx.doi.org/10.1016/j.ptsp.2013.03.004 

Pauline Roberts, Dorit Maor, & Jan Herrington. (2016). E portfolio-based learning environments: Recommendations for effective scaffolding of reflective thinking in higher education. Journal of Educational Technology & Society, 19(4), 22-33. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.4.22 

Pawan, F., & Fan, W. (2014). Sustaining expertise through collaborative/peer-mediated and individual reflections: The experiences of chinese english language teachers. Teacher Education Quarterly, 41(4), 71-88. Retrieved from http://www.jstor.org/stable/teaceducquar.41.4.71 

Pei-Lan Lei, Sunny S. J. Lin, Dai-Yi Wang, & Chuen-Tsai Sun. (2013). The design of social agents that introduce self-reflection in a simulation environment. Journal of Educational Technology & Society, 16(3), 152-166. Retrieved from http://www.jstor.org/stable/jeductechsoci.16.3.152 

Petras, Y., Jamil, H., & Mohamed, A. R. (2012). How do teachers learn? A study on the policy and practice of teacher professional development in Malaysia. KEDI Journal of Educational Policy, 9(1). 

Piaget, J. (193211965). The moral judgment of the child. London: Free Press. 

Plack, M. M., Driscoll, M., Blissett, S., McKenna, R., & Plack, T. P.  (2005). A method for assessing reflective journal writing. Journal  of allied health, 34(4), 199-208. 

Poldner, E., Van der Schaaf, M., Simons, P. R., Van Tartwijk, J., & Wijngaards, G. (2014). Assessing student teachers’ reflective writing through quantitative content analysis. European Journal Of Teacher Education, 37(3), 348-373. doi:10.1080/02619768.2014.892479 

Quigley, J. (2013). What is reflective writing?. McGraw-Hill/Open University Press. 

Quinn, L., Pultorak, E., Young, M., & McCarthy, J. (2010). Purposes and practices of reflectivity in teacher development. The purposes, practices, and professionalism of teacher reflectivity: Insights for the twenty-first century teachers and students, 25-43. 

Raja Harun, Raja & Jageer Singh, Amreet. (2015). Learning to teach through reflection on observations of ESL student teachers' recorded macro and micro teaching. International Journal of Learning in Higher Education. 22. 107-117. 10.18848/1447-9494/CGP/v22i04/48635. 

Ramirez, K. (2011). E-performance: crafting, rehearsing, and presenting the e-portfolio persona, International Journal of e-Portfolios, 1, 1, 1–9. 

Ramos, F. (2012). Steering a drifting ship: Improving the preparation of first-year catholic school teachers through self-Reflection/Patroneando un barco a la deriva: Mejorando la preparación de los maestros de los colegios católicos durante el primer año a través de la autorreflexión. Estudios Sobre Educación, 22, 73-91. Retrieved from https://search.proquest.com/docview/1467534713?accountid=13155 

Rees, K. L. (2013). The role of reflective practices in enabling final year nursing students to respond to the distressing emotional challenges of nursing work. Nurse Education in Practice, 13(1), 48-52. doi:http://dx.doi.org/10.1016/j.nepr.2012.07.003 

Rheta Devries (1999) Implications of Piaget's Constructivist Theory for Character Education, Action in Teacher Education, 20:4, 39-47, DOI:10.1080/01626620.1999.10462933 

R.M.K. Nambiar & S.M. Thang (2016). Examining Malaysian teachers’ online blogs for reflective practices: towards teacher professional development, Language and Education, 30:1, 43-57, DOI: 10.1080/09500782.2015.1071386 

Roberts, P., Maor, D., & Herrington, J. (2016). ePortfolio-based learning environments: Recommendations for effective scaffolding of reflective thinking in higher education. 

Barnett, R. (1997). Higher education: A critical business. McGraw-Hill Education (UK). 

Russell, T., & Martin, A. K. (2017). Reflective Practice: Epistemological Perspectives on Learning from Experience in Teacher Education. 27–47. https://doi.org/10.1007/978-981-10-3431-2_2 

Sammaknejad, A., & Marzban, A. (2016). An analysis of teachers' self-reflection on classroom management. Theory and Practice in Language Studies, 6(1), 84-89. doi:http://dx.doi.org/10.17507/tpls.0601.11 

Sargent, C. S. (2015). Evidence of reflective thinking across the curriculum: college experience versus individual courses. Higher Education Research and Development, 34(3), 624–640. https://doi.org/10.1080/07294360.2014.973375 

Saqipi, B., & Vogrinc, J. (2020). The development of teacher research as a form of developing teacher pedagogical practice. Center for Educational Policy Studies Journal, 10(3), 5–9. https://doi.org/10.26529/cepsj.1003 

Schon D. (1983) . The reflective practitioner: How professionals think in action. New York: Basic Books. 

Schon D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass. 

Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of Education and Learning, 6(4), 201. https://doi.org/10.5539/jel.v6n4p201 

Schriever, A. K. (1999). I am so excited! mentoring the student teacher. A better beginning: supporting and mentoring new teacher. Alexandria: ASCD publications. 

Sharma, P. (2010). Enhancing student reflection using Weblogs: lessons learned from two implementation studies. Reflective Practice, 11(2), 127-141. 

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23. 

Siraj, H. H., Salam, A., Hani, A. A., Chong, S. H., Saidatul, A. S., Faiz, M. K., & ... Nabishah, M. (2013). Self awareness and reflective skills in the promotion of personal and professional development of future medical professionals. Education In Medicine Journal, 5(4), e29-e33. doi:10.5959/eimj.v5i4.171 

Snyder, D. W. (2011). Preparing for teaching through reflection. Music Educators Journal, 97(3), 56-60. 

Soifah, U., & Pratolo, B. W. (2020). Teachers’ belief, implementation, and challenges in portfolio assessment in writing. Journal of Critical Reviews, 7(9), 986–990. https://doi.org/10.31838/jcr.07.09.181 

Stevenson, H., & Cain, K. (2013). Talking to Paper Doesn't Work: Factors that Facilitate Preservice Teacher Reflection. Teacher Education Quarterly, 40(2), 75-88. Retrieved from http://www.jstor.org/stable/43684741 

Straková, Z., & Cimermanová, I. (2018). Developing reflective skills of student teachers in the virtual learning environment. Electronic Journal of E-Learning, 16(2), 107–121. 

Syer, C., Chichekian, T., Shore, B., & Aulls, M. (2013). Learning "to do" and learning "about" inquiry at the same time: Different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum. Instructional Science, 41(3), 521-537. Retrieved from http://www.jstor.org/stable/23372765 

Thomas, D., & Brown, J. S. (2012). Cultivating the Imagination in a World of Constant Change. Forum Futures, 54–60. 

Töman, U. (2017). Investigation of reflective teaching practice effect on training development skills of the pre-service teachers. Journal of Education and Training Studies, 5(6), 232. https://doi.org/10.11114/jets.v5i6.2348 

Valdez, P. N., Navera, J. A., & Esteron, J. J. (2018). What is reflective teaching? lessons learned from ELT teachers from the Philippines. Asia-Pacific Education Researcher, 27(2), 91–98. https://doi.org/10.1007/s40299-018-0368-3 

Valdmann, A., Holbrook, J., & Rannikmae, M. (2017). Determining the effectiveness of a design–based, continuous professional development programme for science teachers. Journal Of Baltic Science Education, 16(4), 576-591. 

Van Beveren, L., Roets, G., Buysse, A., & Rutten, K. (2018). We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review, 24, 1–9. https://doi.org/10.1016/j.edurev.2018.01.002 

Vogel, L. R. (2018). Learning outside the classroom: How principals define and prepare to be instructional leaders. Education Research International, 2018. https://doi.org/10.1155/2018/8034270 

Wald, H. S., Borkan, J. M., Taylor, J. S., Anthony, D., & Reis, S. P. (2012). Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing. Academic Medicine, 87(1), 41-50. 

Walters, C., Charles, J., & Bingham, S. (2017). Impact of short-term study abroad experiences on transformative learning: A comparison of programs at 6 weeks. Journal of Transformative Education, 15(2), 103–121. https://doi.org/10.1177/1541344616670034 

Wang, X. (2013). The reflections on the general teaching strategies in new standard college english intensive reading classroom. Theory and Practice in Language Studies, 3(12), 2350-2354. Retrieved from https://search.proquest.com/docview/1476261104?accountid=13155 

Wei Ann, O., Swanto, S., & AlSaqqaf, A. (2018). Pre-service ESL teachers engaging in reflective practice: current observations and perceived challenges. In Journal of Research, Policy & Practice of Teachers & Teacher Education (Vol. 8, Issue 2). 

Weimer, A. A., Parault Dowds, S. J., Fabricius, W. V., Schwanenflugel, P. J., & Suh, G. W. (2017). Development of constructivist theory of mind from middle childhood to early adulthood and its relation to social cognition and behavior. Journal Of Experimental Child Psychology, 15428-45. doi:10.1016/j.jecp.2016.10.002 

Wongwanich, S., Piromsombat, C., Khaikleng, P., & Sriklaub, K. (2015). Policy delivery strategies for education reform: A formative research and development. Procedia-Social and Behavioral Sciences, 171, 1365-1372. 

Wu, J., & Wu, Y. (2014). A research of college english reflective teaching in china*. Theory and Practice in Language Studies, 4(11), 2366-2372. Retrieved from https://search.proquest.com/docview/1630751080?accountid=13155  

Wu, J., & Wu, Y. (2016). An empirical study of business english reflective teaching in colleges *. Theory and Practice in Language Studies, 6(10), 1988-1995. doi:http://dx.doi.org/10.17507/tpls.0610.14 

Yanuarti, E., & Treagust, D. F. (2016). Reflective Teaching Practice. Continuing professional development, 4, 3. 

Yu, E. (2013). Empowering At-Risk Students As Autonomous Learners: Toward a Metacognitive Approach. Research and Teaching in Developmental Education, 30(1), 35-45. Retrieved from http://www.jstor.org/stable/42802419 

Zembylas, M. (2014). The place of emotion in teacher reflection: Elias, Foucault and ‘critical emotional reflexivity’. Power and Education, 6(2), 210-222.