Reflective Practice: The Experiences of Pre-Service EFL Teachers in Teaching English

Autor/inn/en	Azizah, Umu Arifatul; Nurkamto, Joko; Drajati, Nur Arifah
Titel	Reflective Practice: The Experiences of Pre-Service EFL Teachers in Teaching English
Quelle	In: Journal of Language and Linguistic Studies, 14 (2018) 3, S.133-144 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Azizah, Umu Arifatul) ORCID (Nurkamto, Joko) ORCID (Drajati, Nur Arifah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Reflective Teaching; Language Teachers; English (Second Language); Second Language Instruction; Teaching Methods; Foreign Countries; Student Teaching; Student Teachers; Indonesia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Indonesien
Abstract	Reflective practice is "a compass of sorts to guide teachers when they may be seeking direction as to what they are doing in the clasrooms" (Farrell, 2012: 15). In other words, it is the teacher's opportunity to contemplate what he/she has done in their teaching in order to find the solution toward the problems appear. This study aimed at presenting the experiences of pre-service EFL teachers in utilizing reflective practice in their teaching program. Thus, two pre-service EFL teachers were involved to give the information of their experience in utilizing reflective practice during their teaching practice program. The participants were the university students of English Education Program at one of the universities in Indonesia. The participants' stories were collected through open-ended questionnaire, interview, and document analysis in this narrative study. Since it was a qualitative reasearch, the Interactive Model was used to analyze the data. It was found that the English teachers need to be more experienced in order to be able to utilize reflective practice properly and professionally. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01