MICROTEACHING AS A PLATFORM FOR PROMOTING EFL PRESERVICE TEACHER AS A REFLECTIVE PRACTITIONER

Khofifatudzikriyah Khofifatudzikriyah; Nabilah Nabilah; Turini Erawati; Ratna Prasasti Suminar

doi:10.47701/frasa.v7i1.5142

Authors

Khofifatudzikriyah Khofifatudzikriyah Universtas Swadaya Gunung Jati
Nabilah Nabilah Universitas Swadaya Gunung Jati
Turini Erawati Universitas Swadaya Gunung Jati
Ratna Prasasti Suminar Universitas Swadaya Gunung Jati

DOI:

https://doi.org/10.47701/frasa.v7i1.5142

Keywords:

Reflective Practice, Micro-Teaching, EFL Pre-Service Teachers, Professional Identity, Self-Reflection

Abstract

The study aimed to investigate the impact of self-reflection on developing professional identity?and teaching confidence among EFL pre-service teachers in micro-teaching practices. 18 EFL pre-service teachers participated in the study, who had undergone a micro-teaching course employing self-reflection forms designed to prompt analysis of their teaching experiences. Using thematic analysis, three key themes emerged: (1) establishing rapport with students, (2) sense of teaching competence, and (3) developing an identity as a reflective practitioner. The findings demonstrate that reflective practice helps pre-services teachers connect theory with practice, improve instructional decision-making, and fostering an environment in which pre-service teachers feel comfortable reflecting on their teaching and trying out new approaches enables them to become more flexible, reflexive, and self-aware teachers in their eventual classrooms.

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