Implementing Pst Reflective Practice in Teaching Experience: A Study on Enhancing Teacher Development

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.