Exploring EFL Pre-Service Teachers’ Attitudes of Reflective Practice: A Case Study

Dewi Rochsantiningsih,M Yoga Oktama,Endang Fauziati

doi:10.30595/pspfs.v3i.269

Abstract

The research on implementation of three attitudes of reflective practice in the field of pre-service teachers is still rarely written. Thus, this study aimed at exploring pre-service teachers’ attitudes of reflective practice. Designed with case study, this study explored four pre-service teachers at private university in Central Java Indonesia who were enrolled as tutors in an English Tutorial Program of the same university. The data were gathered from pre-service teachers’ reflective journals, interview, and observation. Analyzed using thematic analysis, the findings of this study revealed that all pre-service teachers were captured to possess all virtues of reflective practice namely, open-mindedness, wholeheartedness, and responsibility. This would be a provision for them in developing their professional careers in the future. The implication of this study on language education program is also provided.

Highlights

Several studies revealed that to maximize teachers acquire such positives, reflective practice should be taught to teachers since their early phase of education in teacher training and education program [5]
After breaking down the data based on their sentences, the repeated ideas were, categorized based on the theory of attitudes of reflective practice proposed by Dewey [7]
In line with the findings of this study, all participants were captured to possess all attitudes of reflective practice. This result is in line with the findings found by Nurfaidah [6] in which all pre-service students involved in her research had three attitudes of reflective practice

Summary

INTRODUCTION

To gain their professional development, teachers are encouraged to continually shape and reshape their knowledge of teaching and learning [1]. ISBN: 978-623-5729-30-5 mindedness is a virtue in which teachers should possess open mindset toward what they see related to their teaching practice This virtue requires teachers to welcome any different ideas coming from others, be able to consider problems in diverse points of views, be prepared to contradictive opinions, and be able to admit that their beliefs of teaching is wrong when it is wrong. Considering the implementation of reflective attitudes in early phase of teachers’ education is important and research on reflective attitudes on English language teaching in Indonesian context is still limited [6], this study is conducted to fill the gaps. As involving pre-service teachers who are basically have less experience in teaching and even some of them are basically not from department of English Education, the institution provides them with assistant teachers Assistant teachers are those who are responsible to guide tutors in conducting ETP. After breaking down the data based on their sentences, the repeated ideas were, categorized based on the theory of attitudes of reflective practice proposed by Dewey [7]

RESULT

CONCLUSION