Helping Them To Be Good Teachers: How Community Service Equips Pre-Service Teachers to Teach English

Authors

  • Yuli Christiana Yoedo Petra Christian University, Indonesia
  • Dani Puspitasari Petra Christian University, Indonesia

DOI:

https://doi.org/10.33394/jollt.v11i2.7529

Keywords:

Pre-service teachers’ beliefs, teaching English, reflection, university service,

Abstract

Investigating pre-service teachers’ beliefs gives tremendous advantages for their future career development. This study was conducted in the context of elementary education. It focused on investigating the pre-service teachers’ beliefs about teaching English and how the teacher’s reflections changed their initial beliefs. We examined nineteen sophomore students who participated in community service to teach English at a public elementary school. A qualitative design was applied and reflections were carried out. Data were gathered through in-depth interviews and direct classroom observations. The result generates that many preservice teachers hold their prior beliefs about teaching from their student experience. Teaching reflections facilitate these pre-service teachers to realize their gaps in teaching skills. The finding suggests that teacher training faculty need to add more practical courses to nurture teaching skills. The findings may be useful for a larger population where English was taught as a foreign language for pre-service teachers and elementary school students. This study concludes that real teaching experience develops pre-service teachers’ professionalism. It impresses upon them that teaching needs comprehensive knowledge and skills.

Author Biographies

Yuli Christiana Yoedo, Petra Christian University

Faculty of teacher education, Petra Christian University

Dani Puspitasari, Petra Christian University

Faculty of teacher education

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Published

2023-04-25

How to Cite

Yoedo, Y. C., & Puspitasari, D. (2023). Helping Them To Be Good Teachers: How Community Service Equips Pre-Service Teachers to Teach English. Journal of Languages and Language Teaching, 11(2), 328–337. https://doi.org/10.33394/jollt.v11i2.7529

Issue

Vol. 11 No. 2 (2023)

Section

Articles

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