PROFESSIONAL DEVELOPMENT DURING TEACHING PRACTICUM: INSIGHTS OF INDONESIAN PRE-SERVICE EFL TEACHERS IN DESIGNING LESSON PLANS
Keywords:
lesson plan, teaching practicum, pre-service EFL teachersAbstract
ABSTRACT
Teacher professional development has become a critical issue in the TEFL context. However, a few studies touch upon how pre-service teachers construct their identities during a teaching practicum. Designing lesson plans triggers a big challenge for pre-service EFL teachers because of limited best practices. To fill this void, the present study showcases insights of Indonesian pre-service EFL teachers in designing lesson plans during their teaching practicum in response to professional development. Designed in a narrative case study, two Indonesian pre-service EFL teachers were recruited to participate. Data were garnered from semi-structured interviews and documentation. These data were analyzed employing thematic analysis. Findings of the study reveal that the pre-service EFL teachers viewed on how lesson plans helped them prepare for their teaching processes. Three main components of lesson plans designed by the pre-service EFL teachers involved learning objectives, activities, and assessment. The study also demonstrates the challenges encountered by the pre-service EFL teachers when designing lesson plans are determining teaching methods and allocating time constraints. The study concludes with some empirical evidence for how pre-service EFL teachers design a well-organized lesson plan to engage their students in a teaching practicum.
Keywords: Lesson Plan, Pre-service EFL Teachers, Teaching Practicum
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