Search results for: Hendriwanto
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A reflective teaching practicum as a platform for stimulating pre-service teachers’ professional development
Reflective teaching practice has long been seen as the cornerstone of early professional growth among pre-service teachers. This article reports on pre-service teachers’ reflective practice during a teaching practicum in which pre-service teachers engaged in peer observation, self-reflection, and student teacher-mentor teacher conferencing. Findings show that reflective practice, along with structured professional learning tasks, helps pre-service teachers harness their teacher identity and agency.
Updated: Feb. 20, 2022