Skripsi

EXPLORING PRE-SERVICE TEACHERS' REFLECTION ON TEACHING PRACTICUM USING SEMANTIC PATHWAYS

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This study explored the guided reflections of ten pre-service English teachers during their teaching practicum, focusing on the connections between theoretical insights, policy requirements, and classroom experiences. Using the Legitimation Code Theory (LCT) by Maton (2014), particularly the dimensions of Semantic Gravity and Semantic Density, this qualitative research analyzed reflective journals based on Farrell's framework (2024) and semi-structured interviews. Findings revealed that pre-service teachers face challenges such as inadequate curriculum implementation, lack of classroom facilities, and restrictive school policies, which impact their ability to engage students and create effective lesson plans. Despite these obstacles, pre-service teachers' reflections showed varying levels of complexity and context dependence as they drew connections between educational theories and practical experiences. The study highlighted the need for structured reflective practice to enhance the professional development of EFL pre-service teachers, offering insights for educators and future researchers on optimizing teaching practicum programs.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

S-ENG 20421027 KHOLISAH 2024

Penerbit

Rangkasbitung : Universitas La Tansa Mashiro., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

20421027

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Reflective Practice

Info Detail Spesifik

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Pernyataan Tanggungjawab

Kholisah

Versi lain/terkait

Lampiran Berkas

Komentar

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