Exploring Pre-service Teachers’ Perception of Lesson Planning During Teaching Practicum

Abstract

This study explores the perceptions and experiences of English as a Foreign Language (EFL) pre-service teachers concerning lesson planning during their teaching practicum. Utilizing a qualitative narrative inquiry approach, this research delves into the lived

experiences of two pre-service teachers, employing semi-structured interviews to gather in- depth data. The analysis was guided by Clark's (1988) theory of lesson planning, which

categorizes the process into pre-active, interactive, and post-active phases. The findings indicate that pre-service teachers perceive lesson planning not as a static, document-driven

task, but as a dynamic, cyclical, and deeply personal process of professional growth. In the pre- active phase, participants engaged in thorough information gathering through classroom

observation and consultation with mentor teachers and students to tailor their plans to the

specific context. The interactive phase highlighted the necessity of flexibility and in-the- moment decision-making to adapt to unforeseen classroom situations, such as technical failures

and shifts in student engagement. The post-active phase of reflection emerged as a crucial driver for professional development, enabling the pre-service teachers to critically evaluate their teaching and inform future planning, creating a cycle of continuous improvement. Furthermore, the study illuminates the significant emotional dimension of this experience, charting the participants' journey from initial anxiety and self-doubt to growing confidence and a sense of professional identity. Ultimately, this research affirms that mastering the complete cycle of pre-active, interactive, and post-active planning is a fundamental and transformative experience in a pre-service teacher's development into a reflective and effective educator.