Prospective English Teachers" Reflection on Their Microteaching

Prospective English Teachers" Reflection on Their Microteaching

  This present study examined how and what undergraduate students reflected on their microteaching. Seven undergraduate students voluntarily participated in the study. The data was collected through microteaching reflective journals and stimulated-recall interviews while reviewing microteaching videotapes. Findings indicated the participants generated three times more reflective comments in the stimulated-recall interviews than in the reflective journals. The participants showed high level of reflection--comments with an explanation and alternative in more than 50 % of reflective comments in both journals and interviews. However, 70 % and 80 % of reflective comments in interviews and journals respectively were revealed as regret comments about their teaching performance. The reflection on areas indicated that comments were widely distributed over 15 categories in the stimulated-recall interview data. 40 % of reflective comments in the interviews were about teacher-students interaction, giving instruction and lesson contents whereas 30 % of reflective comments in the journals addressed class activities, giving instruction, and planning intention. In reflection on areas in the journals, the participants addressed more emotional sides than specific areas to improve their future teaching. I made several suggestions for training prospective teachers so that reflective practice can be fostered throughout long-term teaching profession.