Investigating pedagogical knowledge-base of EFL pre-service teachers through reflective teaching practice
Abstract
This paper investigates the pedagogical knowledge base of pre-service teachers through their reflective teaching practice during a field teaching program. Four pre-service teachers from two state secondary schools participated in a 40-day practicum and produced reflective teaching journals, which were analyzed together with interview data. Using a case study design, the analysis followed the macro–micro categories of pedagogical knowledge. The findings indicate that the participants demonstrated varying degrees of pedagogical awareness, with Learning Management emerging as the most dominant category, followed by Knowledge Management, Classroom Management, and Language Management. These results suggest that reflective teaching helps pre-service teachers identify their strengths and challenges in managing learning processes, understanding learners, and making informed instructional decisions. The study highlights the importance of grounding teacher education programs in reflective practice to strengthen pre-service teachers’ pedagogical readiness
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