| dc.description.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. | en_US |
