From Learning Reflection To Teaching Reflection: A Pre- Service Teacher’s Stories Of Experience Online Classroom Management Strategies

Abstract

Experiencing classroom management in vocational schools during COVID- 19 pandemic was reported to be more challenging for pre-service teachers. This condition forced them to use available resources to support their teaching experience, especially in experiencing classroom management. This research aims to retell the story of a pre-service teacher who recalled her experiences about the ways her teachers manage the class when she was a learner. This learning reflection became the main reference to experience classroom management during her teaching practicum. This study applied narrative inquiry as the research method. One English pre-service teacher voluntarily participated in this research. Journal writing and interviews were used in this study to obtain the data. In analyzing the data, the researcher used narrative data analysis methods which were transcribing the data, member-checking, and coding. Also, to re-narrate the data, dimensional space of narrative inquiry including personal-social, past, present and future experiences, and place was used by the researcher. Further, the pre-service teacher showed her strong classroom management strategies (social presence, cognitive presence, and teaching presence) during the school-based teaching practicum. The research found that as a student, Nana (pseudonym) perceived that although teachers were present to teach the students, yet only some of them managed the class by also being either cognitively present or socially present. There were few teachers who managed the class by being both cognitively and socially present to their students. These reflections affected her current experiences as a pre-service teacher. In her current reflection, the participant believed that apparently being a teacher who is socially and cognitively present to the students was somehow exhausting. However, she did not give up being this kind of teacher.