Pre-Service Teachers Reflective Practice Of Classroom Management During Micro Teaching

Maula, Saila Nafilatul (2025) Pre-Service Teachers Reflective Practice Of Classroom Management During Micro Teaching. Diploma thesis, UIN K. H. Abdurrahman Wahid Pekalongan.

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Abstract

Many pre-service teachers struggle to successfully manage their classes, including time management and classroom dynamics, which can have an adverse outcome on teaching standards. The purpose of this study was to investigate how pre-service teachers evaluate their methods of managing the classroom during micro teaching sessions. Three participants from an Islamic university in Pekalongan, Central Java, participated in semi-structured interviews as part of the qualitative research design. Braun and Clarke's (2006) six-step thematic analysis was used to examine the data, and member checking was conducted to ensure the results were reliable. Farrell's (2015) five-stage reflective framework - comprising philosophy, principles, theory, practice and beyond practice - was used as the basis for analysis. The results showed that microteaching provided participants with a purposeful and organized environment to think about and develop their teaching identities, pedagogical knowledge, and ethical viewpoints. Participants' capacities for self-evaluation, classroom management, and moral awareness all improved. In order to prepare pre-service teachers to be responsive, student-centered and socially conscious educators, this study emphasizes the need to incorporate reflective practice into teacher education programs. Keywords: Pre-service teachers, classroom management, micro teaching, reflective practice.

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