Pre-Service elementary school English teachers’ learning and reflection through simulated teaching practice and oral interviews

Abstract

Simulated teaching practice and oral interviews were integrated into the English Teaching Observation and Practice class in a language teacher education program in a northwest city in Taiwan. This study discusses 43 pre-service elementary school English teachers’ learning and reflections from simulated teaching practice and oral interviews from videos, peers’ response cards, and reflections. The study has the following findings. First, the participants had never before experienced simulated teaching practice and oral interviews. Their contextual reflection was cultivated and was situated in a social context where they used reflection tools (their peers’ comments, instructor’s comments, and observation of classmates’ presentations) to help them examine their own strengths and weaknesses. Participants’ reflections mainly focused on knowledge and skills, but there were a few reflections on disposition. Suggestions on the effective design and implementation of simulated teaching practice and oral interviews for pre-service elementary school English teachers are provided.

Keywords:

• reflective practice
• competence
• pre-service elementary school English teacher
• simulated teaching practice
• pedagogical content knowledge
• recruitment