Teacher Self-Reflection Portfolios as a Mechanism for Curricular Adaptation: An Action Research Case Study in Frontier Schools

Wahyu Hidayat; Christina Meyer; Joko Susilo

doi:10.59653/jarse.v1i01.2030

Open access Original Paper Published: 25 September 2026

Teacher Self-Reflection Portfolios as a Mechanism for Curricular Adaptation: An Action Research Case Study in Frontier Schools

Wahyu Hidayat, Christina Meyer, Joko Susilo

1. Dept. of Educational Management, Universitas Tadulako; 2. Frontier Education Development Project; 3. Teacher Professional Center.

Download Full-Text PDF DOI: 10.59653/jarse.v1i01.2030

Abstract

Examining daily reflective journaling protocols among novice teachers stationed in remote archipelago schools. Findings indicate structured reflection accelerates curriculum contextualization and classroom management confidence.

Keywords: Teacher Portfolios, Self-Reflection, Frontier Schools, Curricular Adaptation, Practitioner Inquiry

Publication Details

Journal	Journal of Action Research in Education
Issue	Volume 1, Issue 1 (2026), pp. 49–60
ISSN (Online)	3026-8841
Publisher	Global Innovation & Academic Press (GIA Press)
Peer Review	Double-blind peer reviewed in accordance with COPE ethical guidelines
License	Creative Commons Attribution 4.0 International (CC BY 4.0)

How to Cite (APA 7th Edition)

                        Wahyu Hidayat, Christina Meyer, Joko Susilo (2026). Teacher Self-Reflection Portfolios as a Mechanism for Curricular Adaptation: An Action Research Case Study in Frontier Schools. Journal of Action Research in Education, 1(1), 49–60. https://doi.org/10.59653/jarse.v1i01.2030                    

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