| dc.description.abstract | Reflective practice can enhance the teaching experience for pre-service teachers
by serving as a valuable strategy to deepen their learning process. Thus, this study
aims to further explore how pre-service teachers implement reflective practice to
promote to deppen their knowledge during PST teaching experience. The
participant, an English Education student with substantial experience as a pre-
service teacher, provided valuable insights into this process. Data collection was
conducted through self-notes, student feedback, and semi-structured interviews,
which allowed for a comprehensive exploration of the participant’s reflective
practices. Thematic analysis was then employed to identify recurring patterns and
underlying themes within the data. The participant utilized four key frameworks
of reflective practice: 1) Reflection-in-action, 2) Reflection-on-action, 3)
Reflection-for-action as describe by Schön (1991) and 4) Strategies for reflective
practice outlined by Hyung and Thuy (2021) . Based on these frameworks, the
researcher identified that the participant implemented three types of reflective
practice by engaging in self-reflection, analyzing student feedback, and making
instructional adjustments, particularly in relation to time management. These
findings emphasize the essential role of reflective teaching in enhancing lesson
effectiveness, refining time management strategies, and supporting the
professional growth of pre-service teachers. | en_US |
