Abstract
This study examined what pre-existed beliefs on effective foreign language teaching and learning pre-service teachers held and what they learned from the teaching practicum. 56 pre-service teachers participated in this study, and conducting a survey and collecting students’ reflection papers from the practicum were the major methods for the data collection. The survey results were analyzed by descriptive statistics. Besides, reflection papers were qualitatively analyzed by coding systems; as a result, five main categories were generated: microteaching vs. real teaching; lesson preparation; lesson presentation; students’ attitudes; and reflections after the practicum. Sub-categories were also generated under some categories.
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