Exploring Teaching Assessment and Self-reflection of Pre-service Teacher on The International Teaching Practicum

Moh. Aang Fajar Barlaman, Alfan Zuhairi, Ika Hidayanti

Abstract


This study explores how self-reflection strategies in the teaching practices of Indonesian EFL pre-service teachers during their international teaching practicum in Malaysia. Using a qualitative single case study design, data were gathered through semi-structured interviews and teaching documentation involving two participants placed at a Malaysian Pesantren. The findings revealed that both pre-service teachers primarily implemented formative assessments, such as direct questioning, group discussions, homework, and exit tickets, due to limited teaching time and contextual challenges. Despite these constraints, their ability to reflect on pedagogical decisions significantly contributed to their professional development. The reflective process helped them evaluate their teaching strategies, classroom management, and assessment effectiveness. It also prompted them to identify areas for improvement and formulate future teaching plans. The study concludes that self-reflection serves not only as a tool for personal growth but also as a catalyst for developing context-responsive assessment practices. These insights are expected to inform teacher education programs and prepare future educators for diverse, international teaching environments.

 

Keyword: International teaching practicum; Pre-service teacher; Self-reflection; Student assessment

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References


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