An analysis of pre-service science teachers’ reflection of teaching practice
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Abstract
Reflection is one of indicators which indicate teaching quality and has been an interesting issue in several countries. Thus, the process of teacher production should focus on pre-service teacher’s reflection, particularly in science which is a core subject and important to learn. The purpose of this research was to investigate pre-service science teachers’ level and pattern of reflection when they received experience in real teaching practice. The research design used qualitative case study and was administered to 30 pre-service science teachers who studied in the fourth year. The teaching reflection forms and interviews were used as the main sources for data analysis. The findings showed that most pre-service science teachers’ abilities were categorized into the pre- and surface reflection. They described events occurred in classrooms which were related to learning behaviors and their own teaching. In addition, they mentioned classroom management techniques or strategies which were used to meet learning objectives. The most common pattern found from teaching practice was pre-, surface and pedagogical reflection. This research reveals that getting involved with reflection and giving feedback from training for teaching profession in the course systematically was able to promote pre-service science teachers to learn reflection. Also, assigning them to do self-reflection based tasks could enhance their reflection capacity. Therefore, the preparation of teacher production in institutions should be emphasized the sufficient reflections to help them apply experiences for future profession development.
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