EFL STUDENTS’ AWARENESS OF TEACHING BELIEFS SHIFT AFTER FIELD TEACHING PRACTICE

Abstract

This study aims to evaluate EFL students' understanding of how their teaching beliefs change while teaching in a real class on field teaching practice. The study employed a qualitative approach. Twenty EFL students from the English Education Department at one of the institutions in South East Sulawesi were chosen for this study based on their involvement in the field teaching practice program. The data for this study was gathered from EFL students' reflective notebooks. The findings suggested that EFL students were aware of significant variations between their teaching views before field teaching practice and their teaching beliefs after field teaching practice. Before participating in field teaching practice, most EFL students believed that the teacher was a source of knowledge, which caused them to feel anxious in front of the students. If they are not confident in their knowledge, vocabulary, and English speaking fluency, they are afraid to present the material. Meanwhile, it reveals EFL students' ideas about teaching attitudes, tactics, media, and performance during field teaching practice. As a result, this study suggests that changes in teacher beliefs influence teachers' teaching practices, including teaching attitudes, methods, and performance.