An Analysis of Topics and Levels of Reflection on Micro-Teaching by Pre-Service Elementary School English Teachers

This study analyzed the changes in the topics and levels of reflection among pre-service elementary school English teachers by comparing their reflection journals written in their third and fourth years after conducting micro-teaching. The following results were obtained: First, the teaching experience of pre-service teachers was closely related to changes in reflection topics. Pre-service teachers primarily reflected on learners in their third year, whereas they focused more on learning activities in their fourth year. Second, notable differences in the top four reflection topics were observed based on teaching experience. Third-year reflections centered on learners, interaction, classroom English, and teaching strategies, whereas fourth-year reflections focused on activity organization, teaching strategies, interaction, and classroom English. Third, teaching experience did not significantly affect the levels of reflection. Pre-service teachers mainly engaged in descriptive reflection in their third and fourth years, with critical reflection remaining the least frequent. Fourth, differences emerged in the most addressed reflection topics at each reflection level based on teaching experience. Descriptive reflection focused on classroom English in the third year and on activity organization in the fourth year. Comparative reflection emphasized interaction in the third year and teaching strategies in the fourth year, whereas critical reflection predominantly centered on teaching demonstrations in both years.