Pre-Service English Teachers’ Beliefs about Teaching and Learning English in Microteaching Guided by an Expert Secondary English Teacher

Abstract

Beliefs play an important role in determining the success of teaching and learning in the classroom. Teachers must not only consider the subject matter taught but also the other components which are also very fundamental to build the quality of teaching and learning. This study aims at identifying eleven pre-service English teachers' beliefs about teaching and learning English in microteaching guided by an expert secondary English teacher at Universitas Muhammadiyah Semarang, Indonesia. A case study was employed in which questionnaire and interview were administered to collect the data from the participants. The result reveals that there are six categories of beliefs about teaching and learning English determining the success of carrying out the instructional process. They are English use-oriented beliefs, teacher role-oriented beliefs, student role-oriented beliefs, teaching components-oriented beliefs, curriculum oriented-beliefs, and curriculum and course book content relationship-oriented beliefs. Those categories could not be separated and are closely related to each other to implement the teaching and learning process. Therefore, pre-service English teachers need to possess themselves with the knowledge of professional and pedagogy to help them in designing meaningful learning to the students.