Reflection is integral to teacher education, as it helps educators envision their future identities and align their teaching practices with their ideals. Being reflective is a must for a teacher. The aims of this study are to portray pre-service teachers’ reflective thinking ability and the impact of their reflections to their teaching practices. The data was collected from three times of Focus Group Discussion with pre-service teachers from two universities in Indonesia who had been in the middle of their internship course on professional teacher program. Probing prompting approach was used during the FGDs to help them fulfilling the reflective indicators. The results show that pre-service teachers tend to do reflection not only during the reflection phase after the lesson, but they also do reflection during the planning and implementing phases. The way to do the reflection was varied from discussing with home teachers and colleagues, exploring relevant literatures, until doing self-reflection of their previous experiences and observation. Teachers do reflection to understand their weaknesses so that they can enhance their teaching practices. Reflection on student responses allows teachers to adapt their methods, thereby improving learning outcomes.

Authors:
Neni Mariana, Universitas Negeri Surabaya, Indonesia
Zaenal Abidin, Universitas Negeri Surabaya, Indonesia
Nurul Istiq'faroh, Universitas Negeri Surabaya, Indonesia
Mela Darmayanti, Universitas Pendidikan Indonesia, Indonesia
Duhwi Indartiningsih, Universitas Negeri Surabaya, Indonesia
Ganes Gunansyah, Universitas Negeri Surabaya, Indonesia

About the Presenter(s)
Dr Neni Mariana is a University Associate Professor/Senior Lecturer at Universitas Negeri Surabaya in Indonesia

Connect on Linkedin
https://www.linkedin.com/in/neni-mariana-a3764b159/

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