PREPARING PRE-SERVICE TEACHERS FOR CURRICULUM INNOVATION THROUGH REFLECTIVE PRACTICE

DOI: 10.18173/2354-1075.2025-0063

Abstract

The integration of reflective practice, such as feedback from teachers and peers and self-reflection in micro-teaching, has emerged as an effective approach in preparing preservice English teachers for curriculum innovation. This qualitative case study employed social constructivist theory to investigate the extent to which this practice had impact on the instructional strategies of pre-service teachers at a public Vietnamese Teacher Training University. Thirty-two pre-service teachers participated in a fifteen-week ELT methodology course, engaging in lesson planning, micro-teaching, feedback, and self-reflection. The findings indicate that these pre-service teachers benefited significantly from teacher feedback, peer feedback, and their own self-reflection to critically analyse their pedagogical approaches and align them with the communicative language teaching principles outlined in Curriculum 2018. The results suggest that the integration of reflective practice in microteaching provides valuable insights for pre-service teachers to critically reflect on their microteaching before carrying out actual practicum. Teacher trainers may incorporate reflective practice in association with social constructivist approach to enhance the quality of language teacher education.