Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms
This study aimed to investigate the association between English as a foreign language (EFL) teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence. Employing a correlational study, a questionnaire conveying four dimensions of RTSs and the teacher candidates’ report of peda...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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English Education Department, Faculty of Teacher Training and Education, University of Islam Malang
2023-07-01
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| Series: | Journal of Research on English and Language Learning |
| Subjects: | |
| Online Access: | https://riset.unisma.ac.id/index.php/JREALL/article/view/20096 |
| _version_ | 1827277539097182208 |
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| author | Yunita Puspitasari Desta Fitri Herawati Muh. Fajar |
| author_facet | Yunita Puspitasari Desta Fitri Herawati Muh. Fajar |
| author_sort | Yunita Puspitasari |
| collection | DOAJ |
| description |
This study aimed to investigate the association between English as a foreign language (EFL) teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence. Employing a correlational study, a questionnaire conveying four dimensions of RTSs and the teacher candidates’ report of pedagogical performance in the microteaching course was used to collect the data on pedagogical competence. Using Google Forms, the questionnaire was administered to 52 EFL teacher candidates. The descriptive statistics identified that the RTSs of the EFL teacher candidates were categorized in the habitual action type. Pearson Product Moment yielded that the EFL teacher candidates’ RTSs and their pedagogical performance had a high positive statistically significant correlation, as the observed sig. value was .766. This finding confirmed that RTSs bridged the theoretical-practical divide, and was found as a predictive variable for pedagogical competence. Therefore, teacher education programs need to consider developing and implementing training activities to enhance student teachers’ RTSs, enabling them to make better pedagogical practices.
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| first_indexed | 2024-03-11T19:05:08Z |
| format | Article |
| id | doaj.art-3b2e39e754b242ae9e0cbd69e81e8af2 |
| institution | Directory Open Access Journal |
| issn | 2721-5024 2721-5016 |
| language | English |
| last_indexed | 2024-04-24T07:32:47Z |
| publishDate | 2023-07-01 |
| publisher | English Education Department, Faculty of Teacher Training and Education, University of Islam Malang |
| record_format | Article |
| series | Journal of Research on English and Language Learning |
| spelling | doaj.art-3b2e39e754b242ae9e0cbd69e81e8af22024-04-20T12:48:25ZengEnglish Education Department, Faculty of Teacher Training and Education, University of Islam MalangJournal of Research on English and Language Learning2721-50242721-50162023-07-014210.33474/j-reall.v4i2.2009617647Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classroomsYunita Puspitasari0Desta Fitri Herawati1Muh. Fajar2STKIP PGRI JombangSTKIP PGRI JombangSTKIP PGRI Jombang This study aimed to investigate the association between English as a foreign language (EFL) teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence. Employing a correlational study, a questionnaire conveying four dimensions of RTSs and the teacher candidates’ report of pedagogical performance in the microteaching course was used to collect the data on pedagogical competence. Using Google Forms, the questionnaire was administered to 52 EFL teacher candidates. The descriptive statistics identified that the RTSs of the EFL teacher candidates were categorized in the habitual action type. Pearson Product Moment yielded that the EFL teacher candidates’ RTSs and their pedagogical performance had a high positive statistically significant correlation, as the observed sig. value was .766. This finding confirmed that RTSs bridged the theoretical-practical divide, and was found as a predictive variable for pedagogical competence. Therefore, teacher education programs need to consider developing and implementing training activities to enhance student teachers’ RTSs, enabling them to make better pedagogical practices. https://riset.unisma.ac.id/index.php/JREALL/article/view/20096EFL teacher candidatespedagogical competencereflective thinking skills (RTSs)teacher education |
| spellingShingle | Yunita Puspitasari Desta Fitri Herawati Muh. Fajar Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms Journal of Research on English and Language Learning EFL teacher candidates pedagogical competence reflective thinking skills (RTSs) teacher education |
| title | Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms |
| title_full | Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms |
| title_fullStr | Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms |
| title_full_unstemmed | Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms |
| title_short | Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms |
| title_sort | teacher candidates reflective thinking skills rtss and pedagogical competence in efl classrooms |
| topic | EFL teacher candidates pedagogical competence reflective thinking skills (RTSs) teacher education |
| url | https://riset.unisma.ac.id/index.php/JREALL/article/view/20096 |
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