Exploring Pre-service English Teachers' Perception of Classroom Management during Teaching Practicum: A Narrative Inquiry
Penulis Utama
:
Muhammad Fathoni Wibowo
NIM / NIP
:
K2218057
×<p><span lang="EN-US" xss=removed>This study explores the perception of
pre-service English teachers regarding classroom management during their
teaching practicum. The study involved three pre-service English teachers who
had engaged in teaching internships at junior and senior high schools in
Surakarta. Using a narrative inquiry approach, data were collected through
narrative frameworks and interviews to gain valuable insight</span><span lang="IN" xss=removed>s</span><span lang="EN-US" xss=removed> into the pre-service
English teachers' experiences, opinions, and practice</span><span lang="IN" xss=removed>s</span><span lang="EN-US" xss=removed> related to the
pre-service English teachers’ perception and implementation of classroom
management. The data were analyzed using thematic narrative analysis. The study
reveals that pre-service English teachers' perception of classroom management
has developed during their teaching practicum. The pre-service teachers'
development of classroom management understanding </span><span lang="IN" xss=removed>initially focused on</span><span lang="EN-US" xss=removed> a set of rigid
strategies learned in coursework, shifted toward a more profound understanding
that emphasized empathy, adaptability, relationship-building, and emotional
awareness. This research underscores the importance of experience-based
learning and reflection in </span><span lang="IN" xss=removed>developing</span><span lang="EN-US" xss=removed> classroom management
skills. Nevertheless, the study also identified several challenges in
implementing classroom management, including small sample size, short-term
observation, and limited scope of variables.</span></p>
×
Penulis Utama
:
Muhammad Fathoni Wibowo
Penulis Tambahan
:
-
NIM / NIP
:
K2218057
Tahun
:
2025
Judul
:
Exploring Pre-service English Teachers' Perception of Classroom Management during Teaching Practicum: A Narrative Inquiry
