Main Article Content
Abstract
This study examines teachers' professional development concerning reflective teaching strategies that affected students' learning outcomes and whether they can professionally improve the teachers' quality of education. The research method used a descriptive qualitative approach to the type of case study research and used a phenomenological paradigm because of the current pandemic conditions that are still ongoing. A qualitative study case was employed in this research. The data were gathered using open-ended questionnaires and interview Then, the participants in this study were English teachers and their students' Junior High School. This study suggests that teacher self-reflection during the pandemic significantly contributes positively to professional development and can affect students' learning outcomes. Therefore, there is a need for the effective self-development of teachers on an ongoing basis to improve competence. The role of the teacher through reflective teaching is also critical as a strategy for increasing the competence of English teachers professionally and improving students' learning outcomes.