Exploring English education pre-service teachers' perception on the use of self-reflection in their teaching practices

This study aims to explore the perceptions of pre-service English teachers regarding the use of self-reflection in teaching practice. This study uses a qualitative research method with data collection techniques using interviews with pre-service English teachers at UIN Sunan Ampel Surabaya. The findings of this study indicate that pre-service English teachers have a good understanding of self-reflection as an evaluative tool to improve classroom management skills, including the use of effective communication, and learning strategies. Self-reflection is considered a critical process that is useful in helping pre-service teachers identify weaknesses and strengths, evaluate student responses, and design effective learning strategies. The participants of this study used a variety of self-reflection methods, including using reflective journals, video recordings, and feedback from peers or supervisors. The findings of this study emphasize the importance of integrating reflection training into the teacher education curriculum in order to support professional development and good teaching readiness.