The Dissonance between Teaching Theories and Teaching Practice Experience of Pre-service English Teachers

Abstract

Copious studies have been conducted and have shown that many teacher training programs could not effectively prepare their students. Such findings indicate that teacher training programs might necessitate improvements. This study examined the teaching practice experience of Pre-service English teachers of University of Islam Malang in different public senior high schools in Malang. An investigation of the dissonance between teaching theories the Pre-service English teachers have learned during the training program and their teaching practice experience brought into findings that show their readiness to be future professional teachers. The finding of this study indicated that teaching experience, beside the teaching practice in the given high schools, affected pre-service confidence in practicing. Pre-service English teachers’ past learning experience resulted as their beliefs in teaching and learning language influenced a lot to their teaching techniques more than the teaching theories they have learned in the teacher training program although these beliefs then changed or even improved after the teaching practice.