Pre-Service Young Learner English Teachers' Reflection through Simulated Teaching Practice

Abstract

Simulated teaching practice was integrated into Material and Media Development course under Teaching English for Young Learner program in a university of education inIndonesia.This study described 26 pre-service young learner English teachers' reflection from simulated teaching practice videos, peers and lecturer's comment, peers' response cards, and self-reflections.The findings of the study are as follows.First, the participants had never before experienced simulated teaching practice for young learner.Second, they used reflection tools, such as videos, peers and teacher' comments, and observation of peers' presentations, to help them develop their awareness of the skills they employed, the competencies they need to improve, their strengths and weaknesses, as well as the difficulties they found and the decision to solve the problems.The reflection of these less-experienced pre-service teachers through simulated teaching practice promotes their professional growth.