Reflective practice is considered important in teachers' professional development.
However, in the context of vocational school, English language learning has special
characteristics that demand a different approach compared to academic schools
such as senior high school. The purpose of this study was to explore the most used
reflective strategies and their impacts on the professional development of in-service
English teachers. This study used a case study research design. The researcher used
close-ended questionnaires and semi-structured interviews to collect data. The
participants are 5 in-service English teachers of a vocational school in Bogor
Regency. The results showed that the participants most used students’ feedback,
students’ progress, and peer sharing which tended to be intuitive, informal, and
unstructured. However, the teachers showed an open attitude towards continuous
professional development, such as through participation in workshops, seminars
and training. This indicates that reflective awareness, although still limited, has
contributed significantly to teachers' self-development.

Keywords: reflection; reflective practice; reflective strategy; professional
development; in-service English teachers