Efl Pre-Service Teachers’ Belief On Practicing Reflective Teaching Practice
Abstract
The purpose of this study is to investigate pre-service teachers’ beliefs on practicing
reflective teaching practice. The design of this study is qualitative research in a form
of thematic analysis. The participants of this research were 2 students from English
Education Department in one of the Islamic Private Universities in Yogyakarta. The
participants were in third year of study, and they required to involve teaching practice
in the school. The data were collected from the interview transcript as the primary
resource. This study was analyzed by using thematic analysis and used theory reflective
practice by Richards and Farrell (2005) and source of teachers’ belief from Richards
and Lockhart (1996). The findings shows that participants’ belief source from six
components such as experience as language learner, a successful practice in the
teaching, establish practice in the teaching, teacher’s identity, principle of learning and
teaching that based from education and research, method-based. It is found from the
reflection of participants’ belief that there are some similarities and difference towards
teaching practice.