Professional growth of pre-service teachers: Insights from classroom practices
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This study investigated pre-service teachers’ perceptions of lesson planning and microteaching activities, the challenges they encountered during their teaching practice, and their overall views on English teachers and teaching methods. A total of 19 pre-service teachers enrolled in the Methods for Teaching Language Materials course in 2024 participated in the study. Data were collected through a survey consisting of 38 closed-ended questions rated on a five-point Likert scale and four open-ended questions analyzed using content analysis, enabling a systematic examination of qualitative responses. The findings revealed that while participants found lesson planning and microteaching beneficial, they struggled with confidence, time management, and anticipating student questions, underscoring the need for more structured guidance and practice opportunities. The study highlighted the significance of communicative teaching methods, advanced English proficiency, and student engagement in effective English instruction. Based on these insights, recommendations include strengthening teacher preparation programs, expanding microteaching opportunities, incorporating communicative approaches, and promoting student-centered teaching strategies.
Abstract
This study investigated pre-service teachers’ perceptions of lesson planning and microteaching activities, the challenges they encountered during their teaching practice, and their overall views on English teachers and teaching methods. A total of 19 pre-service teachers enrolled in the Methods for Teaching Language Materials course in 2024 participated in the study. Data were collected through a survey consisting of 38 closed-ended questions rated on a five-point Likert scale and four open-ended questions analyzed using content analysis, enabling a systematic examination of qualitative responses. The findings revealed that while participants found lesson planning and microteaching beneficial, they struggled with confidence, time management, and anticipating student questions, underscoring the need for more structured guidance and practice opportunities. The study highlighted the significance of communicative teaching methods, advanced English proficiency, and student engagement in effective English instruction. Based on these insights, recommendations include strengthening teacher preparation programs, expanding microteaching opportunities, incorporating communicative approaches, and promoting student-centered teaching strategies.