HELPING THEM TO BE GOOD TEACHERS: HOW COMMUNITY SERVICE EQUIPS PRE-SERVICE TEACHERS TO TEACH ENGLISH

Investigating pre-service teachers� beliefs gives tremendous advantages for their
future career development. This study was conducted in the context of elementary
education. It focused on investigating the pre-service teachers� beliefs about
teaching English and how the teacher�s reflections changed their initial beliefs.
We examined nineteen sophomore students who participated in community
service to teach English at a public elementary school. A qualitative design was
applied and reflections were carried out. Data were gathered through in-depth
interviews and direct classroom observations. The result generates that many
preservice teachers hold their prior beliefs about teaching from their student
experience. Teaching reflections facilitate these pre-service teachers to realize
their gaps in teaching skills. The finding suggests that teacher training faculty
need to add more practical courses to nurture teaching skills. The findings may
be useful for a larger population where English was taught as a foreign language
for pre-service teachers and elementary school students. This study concludes
that real teaching experience develops pre-service teachers� professionalism. It
impresses upon them that teaching needs comprehensive knowledge and skills.