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All Journal EDULITE: Journal of English Education, Literature and Culture Linguistics and Elt Journal ENGLISH JOURNAL Abdi Dosen : Jurnal Pengabdian Pada Masyarakat English Journal JOLLT Journal of Languages and Language Teaching Edukha : Jurnal Penelitian dan Pengabdian Masyarakat
Eva Nurmayasari
Universitas Ibn Khaldun Bogor
Religion Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Pre-Service English Teacher Identity Development through Reflective Practices: Insights from Kampus Mengajar Program Nur, Maulidia Rachmawati; Latifah, Nikh; Pratama, Erik Yudha; Nurmayasari, Eva
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.15693

Abstract

This qualitative case study explores reflective practice activities experienced by Indonesian pre-service teachers in teaching English for Young Learners during Kampus Mengajar Program initiated by the Goverment of Indonesia. Using Gibbs’ Reflective cycles framework, which includes description, feelings, evaluation, analysis, conclusion, and action plan, this study examines how reflective practice activities during the teaching practicum influence their teacher identity development. Five pre-service teachers were invited to join in this research. Data were collected through close-ended questionnaires and semi-structured interview, then analyzed with Miles and Huberman’s model. The findings indicate that reflective practice activities help them to develop their identity as a teacher, and Kampus Mengajar Program gives them opportunities to improve their teaching skills. The analysis of the data yielded seven categories: Opportunities to reflect, Expression of feelings, Teaching awareness, Lifelong learning, Self-confidence, Self-assessment, and Self-belief. This study highlight the importance of reflective practice activities in shaping the teacher identity and sustain the teacher professional development. The findings suggest that the policy in teacher education is essential to foster reflective practice activites during the teaching practicum.
Co-Authors ., Muhyani Amalul Umam Bahtiar, Muhamad Rizky Djamdjuri, Dewi Suriyani Enni Erawati Saragih Enni Erawati Saragih, Enni Erawati Istikomah, Dian Latifah, Nikh Maulidia Rachmawati Nur Mutmainatul Ma’wa, Mila Nanik Retnowati Nuraeni Nuraeni Nuraeni Nuraeni Nurhidayati Nurhidayati Nurmansyah, Ridwan Pratama, Erik Yudha Rahmawati, Silvia Ridwan Nurmansyah Silvia Rahmawati Suciyati Ummu Habibah