Pre-Service Teachers’ Reflective Practice in Kampus Mengajar Program (Lesson Learned in Indonesia Primary Schools)

Abstract

Reflective practice is a form of transforming professional practice and experience to provide the best for educational stakeholders. For university students, this requires them to critically reflect on the ideas, values, feelings and implicit assumptions that guide problem solving. The purpose of this study is to explore pre-service teachers’ experience in teaching English at Kampus Mengajar program in the context of teaching English to young learners. This study used a descriptive-qualitative method by conducting interviews involving 3 students of English education department who taught English in 3 different primary schools. The results of this study revealed that through the Kampus Mengajar program, pre-service teachers reflected some ideas and challenges in the teaching process. By evaluating the effectiveness of such reflective methods, this research aims to provide in-depth insights into innovative teaching strategies and their impact on students' skills and knowledge.

Keywords: Reflective practice, pre-service teacher, Teaching English to Young Learners (TEYL), Kampus Mengajar