Pre-Service Young Learner English Teachers' Reflection through Simulated Teaching Practice

DOI

10.2991/icirad-17.2017.44How to use a DOI?

Keywords

reflection, pre-service, young learner English teacher, simulated teaching practice

Abstract

Simulated teaching practice was integrated into Material and Media Development course under Teaching English for Young Learner program in a university of education in Indonesia. This study described 26 pre-service young learner English teachers' reflection from simulated teaching practice videos, peers and lecturer's comment, peers' response cards, and self-reflections. The findings of the study are as follows. First, the participants had never before experienced simulated teaching practice for young learner. Second, they used reflection tools, such as videos, peers and teacher' comments, and observation of peers' presentations, to help them develop their awareness of the skills they employed, the competencies they need to improve, their strengths and weaknesses, as well as the difficulties they found and the decision to solve the problems. The reflection of these less-experienced pre-service teachers through simulated teaching practice promotes their professional growth.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Luh Diah Surya Adnyani
PY  - 2017/08
DA  - 2017/08
TI  - Pre-Service Young Learner English Teachers' Reflection through Simulated Teaching Practice
BT  - Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)
PB  - Atlantis Press
SP  - 233
EP  - 237
SN  - 2352-5398
UR  - https://doi.org/10.2991/icirad-17.2017.44
DO  - 10.2991/icirad-17.2017.44
ID  - Adnyani2017/08
ER  -