Evolution of a Student-Teacher’s View on Teaching English Through Teaching Practice: A Qualitative Analysis of Reflective Narratives

Abstract

This study describes the transformative journey of a student-teacher’s view on teaching English, as observed through her reflective narrative during a 3-week teaching practice. The results of qualitative coding of a verbatim transcript from pre- and post-semi structured interviews indicated that the student-teacher sought to structure her class based on the belief that “English teachers must make their classes fun.” Through conferences with her mentor and interactions with students, she developed more flexible views on teaching, which encompassed: “creating English classes that align with her style,” “creating classes together with students,” and the realization that “there is no definitive ‘right’ lesson.” Furthermore, feedback from the students made her realize that placing value on “the class should be an enjoyable learning experience” is paramount.