Investigating EFL Pre-Service Teachers’ Beliefs About Teaching English Based On Their Practical Teaching Experience In The Schools

Teachers’ belief is the important element needed to understand and improve the educational processes. This study was aimed to investigate EFL pre-service teachers’ beliefs about teaching English based on their practical teaching experience. The objectives of this study were to extend what the core beliefs of EFL pre-service teachers’ on EFL learners’ development, the core beliefs of EFL pre-service teachers’ on teaching methods and techniques, and the core beliefs of EFL pre-service teachers’ about teacher talk. In this study, the writer used quantitative descriptive as the research methodology. The data was collected through closed questionnaire adapted from Shindhe and Karekatti’s questionnaire as the research instrument. The respondents were 113 students of English Department at IAIN Kediri who took Practical Teaching 2018 (PPL 2) divided to 49 schools in Kediri, Nganjuk and Blitar. The result showed that the core beliefs about teaching English on the three categories mostly held by EFL pre-service teachers were EFL learners learn English through interactions with other people (89%), students should be given more chances to speak and act (88%), and while teaching English, teacher should ask questions before and after lesson (86%). In conclusion, most of EFL pre service teachers hold more constructivist beliefs than traditional beliefs on their classroom actual teaching.