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EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN TEACHING PRACTICE THROUGH REFLECTIVE PRACTICE
Reflective practice is one of the important features that foster teachers’ professional development. There are a lot of challenges of self-reflection, i.e., perspective, focus, and memory. Reflective practice has been proven to help pre-service teachers to develop their repertoire in teaching and to help them survive the beginning years of teaching. This study aims to investigate the experiences of EFL pre-service teachers in implementing reflective practice during their teaching practice program. Participants in this present study were three EFL pre-service teachers who conducted their teaching practice program in their eighth semester. Narrative inquiry was used in this study. The participants’ stories were collected through narrative frame and interview. The data were then coded and analyzed using thematic analysis. The result showed that in implementing time-based reflective practice, i.e., Reflection on Action, Reflection in Action, and Reflection for Action EFL pre-service teachers experienced various problems as well as solutions in each type. It is recommended for both teachers and EFL pre-service teachers to do reflections before, while, and after teaching.
KODEPRODIC0351#Pendidikan Bahasa Inggris, Universitas Pendidikan Indonesia
EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN TEACHING PRACTICE THROUGH REFLECTIVE PRACTICE (Text)
HTML Summary of #64550 EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN TEACHING PRACTICE THROUGH REFLECTIVE PRACTICE
L Education (General)
P Philology. Linguistics