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June 13, 2026Open Access

The Reflective Journey: Investigating Efl Pre-Service Teachers’ Reflectivity Across Microteaching Stages

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Authors

ANAlfu NikmahRHRudi HartonoIYIssy Yuliasri

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Overview

Qualitative study explores teaching practice outcomes in EFL pre-service teachers, suggesting benefits for pedagogical growth.

Key Points

  • This study aims to explore reflectivity among pre-service teachers during microteaching sessions.
  • Qualitative grounded theory approach with content analysis of written self-reflections and peer feedback.
  • Participants: 12 sixth-semester undergraduate students enrolled in a compulsory microteaching course.
  • Data collected focused on descriptors of reflective engagement across four stages of reflection.
  • Participants exhibited varying levels of reflective engagement, progressing from descriptive awareness to reconstructive insights.
  • Dominant themes included awareness of teaching design and critical responses to peer feedback.
  • Reflective microteaching contributed to professional self-awareness and pedagogical growth among student teachers.

Cite This Study

Nikmah et al. (2026) studied this question.

synapsesocial.com/papers/6a2cf5aefaef96ed7f057aechttps://doi.org/10.25134/englishreview.v14i1.122
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Reflective practice in the teaching practicum program: Pre-service English teachers’ reflections2024 · 4 citations
  2. 2The Implementation Of Reflective Teaching Practice By Indonesian EFL Teachers2024 · 1 citations
  3. 3Pre-Service EFL Teachers’ Beliefs about Reflective Practice in the English Language Teacher Education Program: A Life History Study2024
  4. 4Exploring the role of reflective teaching in professional growth: insights from Vietnamese tertiary EFL educators2024 · 3 citations
  5. 5Learning to Be a Teacher: Prospective Teachers' Experiences and Perceptions in Micro Teaching Course2024