Abstract:
Reflecting and being reflected are two out of several ways of researching educational matters and those two activities arecrucial for teacher professional development (Harmer, 2015; Wu & Wu, 2014; Zhao, 2012). It stimulates the teachers to recall, re-think, and challenge their teaching practices and beliefs (Zhao, 2012). However, the implementation of reflective practices might be influenced by culture, particularly in implementing collective reflection in collectivist and high-power distance contexts. Therefore, this paper focuses on investigating the effects of the internalization of collectivist and high-power distance cultures on the implementation of collective reflection. Moreover, the alternatives to moderate the adverse effects these two cultural dimensions are also explored in this paper. After conducting a library research, it is found that collectivism and high-power distance significantly impact the implementation of collective reflection, where the adverse effects resulted outweigh and outnumber the positive impacts. These effects are explored in this paper followed by several alternatives which are suggested to moderate the negative effects of cultural dimensions.