Student-Teacher’s Reflective Thinking and Teaching Practice

Abstract

As a part of instructional cycle, reflecting on the teaching and learning process has been something required to do by student-teacher during their online teaching practice program. Its purpose is to enhance their critical thinking in doing self-evaluation, as well as to conduct better learning activities. This descriptive study is attempted to know how reflective the student-teachers are by analyzing their reflective thinking concept through their reflection practice and how they perceive themselves as reflection practitioners. A total of 105 student-teachers of English Language Education Program Study volunteered to respond a questionnaire and interview to determine the level at which they reflected on their teaching practice. It was found that the respondents (41.56%) were categorized as introductory reflective teacher. Generally, they were interested to develop themselves but did not deeply reflect on their teaching practice. It indicates that their critical thinking in doing self-evaluation is practiced minimally. They were mostly more interested to be assessed by students or peers but felt ambiguity with the feedback value. Most of them were not even aware of how to improve themselves which could effect on their belief as teachers. Some of them used their experience to help them improve, but it was questionable whether they actually did it. This showed that there might be some matters that make them be less confident or have low self-efficacy to be reflective teachers. To strengthen this discussion, a further study is needed to explore what matters they face during their reflection practice.