Efl Pre-Service Teachers’ Belief On Practicing Reflective Teaching Practice

Abstract

The purpose of this study is to investigate pre-service teachers’ beliefs on practicing reflective teaching practice. The design of this study is qualitative research in a form of thematic analysis. The participants of this research were 2 students from English Education Department in one of the Islamic Private Universities in Yogyakarta. The participants were in third year of study, and they required to involve teaching practice in the school. The data were collected from the interview transcript as the primary resource. This study was analyzed by using thematic analysis and used theory reflective practice by Richards and Farrell (2005) and source of teachers’ belief from Richards and Lockhart (1996). The findings shows that participants’ belief source from six components such as experience as language learner, a successful practice in the teaching, establish practice in the teaching, teacher’s identity, principle of learning and teaching that based from education and research, method-based. It is found from the reflection of participants’ belief that there are some similarities and difference towards teaching practice.