Reflective Practice on English Language Teaching for Shaping Student Teacher Beliefs
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Abstract
Student teachers, who have little experience in instructional settings, struggle to teach English classes due to external factors, including excessive numbers of students, students’ lack of interest, mixed abilities in the classroom, multiple intelligences, students’ negative attitudes towards English, and students’ lack of exposure to the English spoken environment. Moreover, the student teachers’ beliefs have an influence to their instruction as well. Various sources of beliefs contribute both positive and negative effects to instruction. For these student teachers, the practice of reflection plays an important role in gaining a lot of benefits out of it. If they are encouraged to do so until they can do it effectively, they will be able to come up with increasingly effective lesson plans to teach English in class. They can even evaluate their instruction adopting appropriate concepts or principles in the methods of teaching English. The reflective practice also promotes professional development for the student teachers.
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