Main Article Content
Abstract
Reflective practice is illustrated in how instructional strategies are organized, developed, implemented, and evaluated by pre-service teachers, while assessments are utilized to offer feedback to educators, supporting the maintenance or enhancement of their pedagogical methods. By participating in reflective practices, pre-service teachers' understanding and appreciation of the inherent value and passion of teaching can be deepened, which subsequently becomes visible in their professional behavior. This study examined the perceptions of pre-service English teachers regarding their experiences with reflective journaling during their teaching practicum. A qualitative approach was employed, utilizing a case study design, with data collected from ten pre-service English teachers at an Islamic public university in Jambi, consisting of eight female and two male students. Data were gathered through interviews and analyzed using an open coding method. The findings suggest that pre-service teachers primarily reflected on their classroom teaching abilities, particularly focusing on the technical aspects of teaching practice. Moreover, the SWIS (Strengths, Weaknesses, and Suggestions for Improvement in Teaching) framework was identified as a key advantage of journal reflection.
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Copyright (c) 2024 Wahyuni Fitria, Nurul Faizah, Saijun
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References
- Akbari, R., (2017). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, Volume 35, pp. 192-207.
- Altalhab, S., Alsuhaibani, Y., & Gillies, D., (2021) The reflective diary experiences of EFL pre-service teachers, Reflective Practice, 22:2, 173-186, DOI: 10.1080/14623943.2020.1865903
- Arslan, F. Y., (2019): Reflection in pre-service teacher education: exploring the nature of four EFL pre-service teachers’ reflections, Reflective Practice https:// doi.org/ 10.1080/ 14623943.2018.1564652
- Asrial, A., Syahrial, S., Kurniawan, D. A., Subandiyo, M., & Amalina, N. (2019). Exploring Obstacles in Language Learning among Prospective Primary School Teachers. International Journal of Evaluation and Research in Education, 8(2), 249-254. https://doi.org/10.11591/ijere.v8i2.16700
- Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design. Reflective Practice, 22(3), 293–305. https://doi.org/10.1080/14623943.2021.1873758
- Coffin, C. (2018). Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4), 413–429. doi:10.1080/00220270500508810
- Creswell, J. W., (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 3rd ed. Los Angeles: Sage Publications.
- Debreli, E. (2012). Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate pre-service teacher training program. Procedia Social and Behavioral Sciences, 46, 367–373. https://doi.org/10.1016/j.sbspro.2012.05.124
- Dewey, J. (1910). How we think. Boston: D.C. Heath.
- Dewey, J. (1916). Democracy and education: An Introduction to the philosophy of education. New York: The Free Press.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Company.
- Dewey, J. (1938). Experience and education. New York: Macmillan ELT Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018
- Farrell, T. S., (2015). Promoting Teacher Reflection in Second Language Education: A Framework for TESOL Professionals.. New York: Routledge.
- Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward.
References
Akbari, R., (2017). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, Volume 35, pp. 192-207.
Altalhab, S., Alsuhaibani, Y., & Gillies, D., (2021) The reflective diary experiences of EFL pre-service teachers, Reflective Practice, 22:2, 173-186, DOI: 10.1080/14623943.2020.1865903
Arslan, F. Y., (2019): Reflection in pre-service teacher education: exploring the nature of four EFL pre-service teachers’ reflections, Reflective Practice https:// doi.org/ 10.1080/ 14623943.2018.1564652
Asrial, A., Syahrial, S., Kurniawan, D. A., Subandiyo, M., & Amalina, N. (2019). Exploring Obstacles in Language Learning among Prospective Primary School Teachers. International Journal of Evaluation and Research in Education, 8(2), 249-254. https://doi.org/10.11591/ijere.v8i2.16700
Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design. Reflective Practice, 22(3), 293–305. https://doi.org/10.1080/14623943.2021.1873758
Coffin, C. (2018). Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4), 413–429. doi:10.1080/00220270500508810
Creswell, J. W., (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 3rd ed. Los Angeles: Sage Publications.
Debreli, E. (2012). Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate pre-service teacher training program. Procedia Social and Behavioral Sciences, 46, 367–373. https://doi.org/10.1016/j.sbspro.2012.05.124
Dewey, J. (1910). How we think. Boston: D.C. Heath.
Dewey, J. (1916). Democracy and education: An Introduction to the philosophy of education. New York: The Free Press.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Company.
Dewey, J. (1938). Experience and education. New York: Macmillan ELT Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018
Farrell, T. S., (2015). Promoting Teacher Reflection in Second Language Education: A Framework for TESOL Professionals.. New York: Routledge.
Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward.