




































ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

42 
 

Shifting from Theory to Practice: EFL Student Teachers’ 
Readiness in Online Practicum 

 
Hikmatus Syarifah 

Universitas Islam Negeri Walisongo, Semarang-Indonesia 
Hikmatussyarifah25@gmail.com  

 
Ma’rifatul Fadhilah 

Universitas Islam Negeri Walisongo, Semarang-Indonesia 
marifatul.fadhilah@walisongo.ac.id 

 

Abstract 

A practicum is a study program designed to prepare pre-service teachers 
readiness to apply the theory they have learned previously. This practicum 
also intends to give pre-service teachers a chance to practice their teaching 
skills. Pre-service teachers are affected significantly by the shift from offline 
to online learning. The aim of this research was to discover the reflective 
practices of EFL pre-service teachers’ readiness in an online practicum, 
particularly their readiness to use technology in their learning. This research 
was qualitative research with a case study approach. This research setting 
was an online practicum at the Department of English Education, Walisongo 
State Islamic University of Semarang. The participants in this research were 
pre-service teachers who attended an online practicum. The data collected 
through reflective practice based on Gibbs’ reflective cycle theory was then 
analyzed using thematic analysis. The results of this research revealed that 
the participants did not have any significant issues with the use of 
technology in the pedagogical and professional aspects since they were 
familiar with the technology in their study and daily life. 
Keywords: Online teaching practicum, pre-service teacher, reflective 
practice, teacher’s readiness. 

INTRODUCTION 
COVID-19 pandemic has spread all over the world and successfully 

attacks all aspects of human life, such as social, economic, and education. 
Education is one of the fields affected by Pandemic, especially in teacher 
education. Almost two years of teaching and learning have been done 
online. Online teaching has created unprecedented barriers for teachers, 
forcing them to adjust to online teaching. Lockdowns in school create an 
entirely new situation for teachers, students, and parents (König et al., 2020). 
A typical situation in schools where students usually gather in class and 

mailto:Hikmatussyarifah25@gmail.com
mailto:marifatul.fadhilah@walisongo.ac.id


ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

43 
 

meet face-to-face now changes automatically. Teachers, students, and 
parents must also adjust to this situation. Alternative schools are the only 
way to keep the teaching and learning process going. Various platforms 
have been used to support learning activities. Pre-service teachers are 
affected significantly by the shift from offline to online learning. Online 
learning requires a lot of preparation. Teachers should be prepared in three 
competences; pedagogical competence, professional competence, and 
technological competence. Teachers must adapt to online teaching, which 
demands them to address challenges and embrace new teaching and 
learning practices using a variety of technology and digital resources. 

For almost two years from 2020 to 2022, learning in schools was 
carried out fully online. Teachers had to repeatedly design new programs to 
support students in the online learning process. This is because teachers had 
never dealt with online learning before, so they have to design a new 
program. This has required a complete change in the pedagogical approach 
to teaching and learning, as well as the implementation of a variety of new 
technologies (Howard et al., 2020). 

School closures occurred in almost all countries starting in March 
2020. Although schools have begun to reopen, they are still given 
restrictions, not immediately fully open. Teachers confronted great 
difficulties in adapting to online learning, maintaining communication with 
learners, and assisting learners in their learning and development. With the 
closure of this school, teachers, students, and even parents are required to be 
open to technological developments. As a result, digital technology has 
become an important issue, especially for pre-service teachers’ study this 
pandemic. 

A practicum is a study program that is designed to prepare pre-
service teachers where they apply the theory that has been learned 
previously. Teaching practicum has an important role for pre-service 
teachers. It means that pre-service teachers share their knowledge with High 
school students. It is a good opportunity for pre-service teachers to share 
their knowledge that they have learned in a teacher education program at a 
university (Noguera & Mccluskey, 2017). 

Practicum, which is usually carried out offline for schools, is now 
changing online. Students and teachers utilize Internet-based learning 
technologies to communicate with one another and interact with course 
information in online learning (Downing & Dyment, 2013). The use of 
technology as a medium in this online learning is the media itself. Today’s 
schools are often associated with technology, therefore ICT (Information and 
Communication Technology) should become more integrated into the 
educational curriculum, and students should be given opportunities to 
employ modern technology tools and digital resource to solve problems 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

44 
 

(König et al., 2020). Therefore, it is necessary to prepare pre-service teacher 
students to carry out online practicum by utilizing ICT so that the learning 
process can take place well. 

The point at which someone is ready to accept or practice a new 
behavior is called readiness. In other words, readiness is the competence that 
a person processes when they are physically and mentally ready to do 
something. Teacher’s readiness is described as the condition in which a 
teacher has adequate physical, social, and emotional competence or 
aptitude. Teaching readiness is defined as a teacher who must have an 
attitude of teaching readiness because it is his responsibility. In online 
teaching, not only physical and non-physical readiness must be prepared, 
but also the ability to master ICT is an important aspect. Readiness to use 
ICT in learning means that a teacher uses technology as a medium of 
learning. And in this online practicum, pre-service teacher students are 
required to master ICT. 

Pre-service teachers’ readiness includes three aspects of competence: 
pedagogic competence, professional competence, and competence in using 
technology. There are several studies that have examined pre-service 
teachers’ readiness in teaching practicum. The first study is on students-
teachers’ strategies in engaging classroom interaction in the context of the 
teaching practicum (Heikonen et al., 2017). In the framework of the teaching 
practicum, the aim of this research is to get a better understanding of the 
tactics used by pre-service teachers in classroom engagement with students. 
The study focuses on the cognitive, behavioral, and emotional methods that 
pre-service teachers describe utilizing in both challenging and empowering 
classroom occurrences. The next is readiness in Computer Assisted 
Language Learning (CALL) and teaching (Park et al., 2020). This study 
examines pre-service teachers’ readiness to use CALL in their teaching. 
However, this study did not explore the readiness of pre-service teachers to 
teach in an online practicum. And there is little that discusses the readiness 
of pre-service teachers to teach in an online practicum, such as the COVID 
pandemic and its effects on teacher education in England: how teacher 
educators moved practicum learning online (Kidd et al., 2020). Nevertheless, 
this study focuses on the challenges that arise from school closures during 
the pandemic and how they impact educators. This study explores how to 
adapt and transfer learning to the online space. This research has not 
explored the readiness of pre-service teachers in the use of technology. 
Therefore, this study is underexplored so this study must explore the 
readiness of pre-service teachers to teach in an online practicum, especially 
their readiness to use ICT in their learning process. 

Reflective practice can be used as a tool to determine the readiness of 
pre-service teachers in an online teaching practicum. Reflective practice is 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

45 
 

important to maintain good and quality teaching and learning practices 
(Roberts et al., 2021). Reflective practice has a positive impact on teacher 
education in ensuring that pre-service teachers reflect on their teaching 
practice. The purpose of this reflective practice is to make pre-service 
teachers better prepared for teaching practice, especially in online teaching 
practicum. The other purpose is to prepare pre-service teachers to become 
professional teachers in the future. 

 
METHODS 
Research Design 

This research is qualitative research. Qualitative research aims to 
comprehend the phenomenon of what the research subject is experiencing, 
such as behavior, perception, motivation, action, and so on. This research 
used a case study approach according to Robert K. Yin, which intended to 
describe the results of research and try to find a comprehensive description 
of a situation (Yin, R. K, 1984). The reason for using this method is because 
the phenomenon to be studied is a case that requires an in-depth descriptive 
study, namely to determine the readiness of pre-service teachers to teach in 
an online practicum, especially using technology. A case study is effective 
when the researcher want to understand a specific problem or situation in 
detail and where people can identify cases with a variety of information. In 
general, a case study is more appropriate for research related to how or why 
questions. 

Setting and Participants 

The setting of this research was an online practicum at the English 
education department of UIN Walisongo Semarang. Practicum is one of the 
courses that must be taken as a graduation requirement at a university, 
especially for teaching education. Practicum is offered in the seventh 
semester and students can take it after they have taken microteaching. The 
practicum was initially carried out offline but is now online due to COVID-
19 Pandemic. 

The participants of this research were pre-service teachers who took 
an online practicum. Seven pre-service teachers volunteered to participate in 
this study, including six females and one male. These pre-service teachers 
are majoring in the English education department. 

Data Collection Method and Research Procedure 

Data collection techniques through interviews and questionnaires 
allowed the researchers to obtain in-depth information about the readiness 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

46 
 

of pre-service teachers in online practicum. This method was chosen because 
interview is a useful data gathering tool in which participants’ preparation 
could be revealed through their actions, feelings, and attitudes (Park et al., 
2020). The questionnaire also aimed to collect data and find answers to 
questions about the readiness of pre-service teachers to teach online, 
especially their readiness to use technology. The goal of this study was to get 
a thorough understanding of the subject, it was conducted qualitatively. 
Through reflective practice data was collected. This technique aimed to 
reveal the readiness of EFL pre-service teachers to practice teaching in online 
practicum. 

Reflective practice is a method of learning from experience (Arslan, 
2019). From experience, teachers can learn about their teaching learning and 
it will make a professional teacher. This technique of collecting data through 
reflection was considered appropriate because it helps pre-service teachers 
to learn from personal experience, especially bad experiences. With this 
reflection, pre-service teachers can correct their shortcomings and will 
improve their teaching. The participants can write down what they feel 
when teaching online practicum according to the prepared questions. 

The data reflection was taken in August 2021. This reflection was 
distributed via WhatsApp in the form of word or PDF file. The researchers 
contacted the participants personally because the responses were 
confidential. The researchers asked the participants to fill the forms or to 
write a reflection of their teaching. 

Reflection consists of six questions according to the Gibbs Reflective 
Cycle (1988). These stages include the following: description of the situations 
and conditions, feeling about the experiences, evaluation good and bad 
experiences, analysis to understand the situation, conclusion about what 
someone has learned and done in the teaching, and action plan about what 
will someone does in the future if you face the same situation. 

Data Analysis 

The main objective of this research is to explore the readiness of pre-
service EFL teachers in online practicum. This study also explored the 
readiness of pre-service teachers to use IT in learning activities. This research 
adopted a qualitative research methodology by utilizing thematic analysis. 
There are six steps in analyzing thematic data analysis; 1) identify the data 
(which means to read and re-read the data that has been obtained and note 
the important points), 2) make a code (code the data or take the main points 
in each sentence), 3) create a theme (after being coded, turn it into themes), 
4) review the themes that have been made (recheck), 5) define and give a 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

47 
 

clear name for each existing theme, and 6) analysis means compile and 
produce reports (Braun V. & Clarke V., 2006). Interviews are a great method 
for generating insight that includes attitudes, experiences, and feelings (Park 
et al., 2020). Qualitative study will provide the potential to find out various 
views and experiences. The data collected from the reflection were then 
analyzed based on Gibbs Reflective Cycle. The findings of this study were 
analyzed and presented based on the answer of the reflection. 

 
FINDINGS 

Based on the answer from the reflection data provided by participants, 
the following is an explanation of their readiness in teaching practicum. 

1. Learning Conditions while Online 
The COVID-19 Pandemic has had a tremendous impact on all 

aspects, including education. Education that was originally carried 
out face-to-face has now shifted to online. Online learning or distance 
learning surprised everyone, not only students but also teachers. It 
was a challenge for teachers to create an effective classroom 
atmosphere. This reflection was used to determine the extent of the 
readiness of pre-service teachers in the online teaching practicum. In 
addition, the reflection also contained several main points, among 
others, to find out how they felt before and after carrying out the 
online teaching practicum at school/madrasa, and whether they had 
anticipated the situations that would be faced during the online 
teaching practicum, as well as good and bad experiences during the 
online teaching practicum. 
 
Participant F 

I felt little pressured because when I asked the teacher for corrections 
related to learning materials in the form of power point, learning videos and 
Google assignment forms, there were any revisions, because these were 
adjusted to what the previous teacher had made, while I did not know it. For 
the next meeting, I have anticipated all the problems I experienced before, 
prepared a Google form according to the teacher’s wishes and prepared a 
network to facilitate the learning process. Before studying I prepare 
everything I need. 

The good experience that I got during PPL, I was given a mentor 
teacher who was very helpful and paid attention to what I was doing, so I 
knew what was right and what was wrong. I can understand how to teach 
well, prepare lessons well, create efficient and organized learning, know how 
to use applications that are very helpful in the assessment process such as 
Google forms and score recaps with spreadsheets. 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

48 
 

The bad experience I had was the response of students who were less 
active in learning, I have tried to provide interesting learning media but only 
a few students were active, then some students also did not take part in 
learning through Google meeting for various reasons, such as having no 
quota and bad signal. 
 

2. Readiness for Online Teaching Practicum 
Participant Z 

Before PPL, I felt happy but a little restless because every day I 
thought about how the technical implementation of PPL would be, and I was 
afraid that when I taught, I would get naughty students or what I taught 
was not understood by the students, so I felt a little restless and afraid behind 
the feeling of euphoria towards PPL. But when the PPL took place and I 
started teaching MA children, especially class XI, I felt happy and 
entertained by the students, when I held a Google Meet many of them were 
active in question and answer, when I asked them to read the material, I 
presented on power point. They were enthusiastic to read it even though 
some did not want to read because of their lack of confident their English 
reading skills were not fluent, but after convincing the students they finally 
wanted to read the material. It’s nice to be able to teach the new world 
directly with MA children who are fun, although there are bound to be 
children who are disobedient in doing their assignments, but I always 
convince and invite them to study and do assignment. 
 

Based on the reflection data above, it can be concluded that 
pre-service teachers feel nervous, confused, and worried before 
teaching practicum begins. They can not imagine how it will be 
taught later because they have never been in direct contact with the 
teaching system. But after practice, they are happy because the reality 
is not as difficult as imagined. The enthusiastic response of students 
also adds to the enthuasism of a teacher. 

 
3. Skills in Online Learning 

Participant Z 
I learned to be more patient in dealing with situations like this and I 

understand that online teaching and learning activities are more difficult for 
both teachers and students. The teacher cannot control students directly and 
students do not get detailed material and explanations so that students’ 
understanding is reduced. What I can do to make teaching and learning 
activities more effective is to do a Google meet in every meeting, and I have 
to be more assertive with lazy students. I can use some of the rules to make 
students feel that learning online must also obey the rules. And I will always 
give an evaluation at every meeting or I will hold a question and answer or 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

49 
 

quiz directly using Google meet to find out the level of students 
understanding. At the end of each material I will hold a test and for students 
who get the best score will get a reward. 
 

From the reflection data above, it can be concluded that a 
teacher must stay alert and responsive in dealing with everything that 
happens in the classroom. Skills in teaching also need to be 
prioritized in teaching because with that teaching and learning 
process will be carried out as expected. 

 
4. Efforts in Carrying Out Online Learning 

Participant K 
To become a competent teacher candidate, there are many things that 

must be improved and prepared. Changes in my attitude and behavior will 
take precedence. This is because as a pre-service teacher, I will interact with 
various school/madrasa residents. Moreover, students will imitate me a lot as 
their educator. I will also improve my teaching skills and innovate according 
to the times. This is so that students still feel at home in the learning process 
and feel that learning is becoming an addiction. This is important so that 
students do not feel burdened by the current developments. 

 
5. Organize Online Learning Activities 

Participant L 
To manage and control classroom conditions to remain conducive 

during online learning, a good strategy is needed. The teacher cannot control 
directly and students do not get an understanding of the material and 
explanations in detail so that student understanding is reduced. The way 
that I did to make the class more effective was to do a Google meeting in 
every meeting and also I have to be firm with the students. A firm attitude 
sometimes needs to be applied when teaching. It means that sometimes 
relaxed and sometimes serious. 

 
The researchers concluded from the reflection data above that 

implementing online learning requires some effort. Efforts can come 
from teachers and their efforts to facilitate the teaching and learning 
process. The quality of teaching from a teacher can be improved 
through reading, looking for several reference sources that are 
relevant to the material, and always being updated with educational 
developments. 

 
6. Utilizing the Use of Media/Platforms to Support Online Learning 

Online learning or distance learning cannot be separated from 
technology. Along with the times, technology is getting more 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

50 
 

sophisticated. Therefore, educators must follow these developments 
so that the learning process can run optimally. In carrying out online 
learning, we need several platforms to support the learning process. 
There are some platforms that we may already know about, but there 
are also some platforms that we may not know about. As teachers, we 
must know how to use the platform properly and correctly. This 
reflection aims to determine the readiness of pre-service teachers to 
use various platforms to support online learning. 

 
Participant I 

In this lesson, I only used Google meeting platform to support online 
learning. But in the future, I will learn and improve more about various 
platforms that can be used in online learning. Maybe a web such as linktree, 
making digital e-books, or you can also use a discord and quizziz platforms 
during the learning process. And I still have to continue to study and find 
out about platforms that might be interesting for students to understand the 
learning material. 

 
Based on the answer data given by participants above, they 

have used several platforms to support online learning. In the use of 
technology, they were quite mastered, but there was one participant 
who wanted to learn more about using the platform. The participant 
wanted to try other platforms that could attract students’ attention. 
The use of technology should be used to the maximum extent 
possible. 

DISCUSSSION 

In a teaching practicum, a teacher must meet three aspects of 
competence: pedagogic, professional, and skills in using technology. The 
pre-service teachers’ readiness to use technology in learning needs more 
attention. This is in accordance with what was expressed by Park, that pre-
service teachers in the current era are expected to be more prepared to use 
technology in their learning (Park et al., 2020). 

Previous studies have conducted research on the pre-service teachers’ 
readiness in teaching, but in this research, teaching readiness in using 
technology as a learning medium has not been researched. Examples of 
previous research have been described by the researcher in the background 
sections. Meanwhile, in this research, the researchers focus on pre-service 
teachers’ readiness to use technology as a learning medium. This is different 
from previous research, considering that learning in the current era has 
shifted online due to the COVID-19 pandemic. Although there have been 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

51 
 

face-to-face meetings, even then it has not been completed. The results show 
that the current research and previous research reveal the same results: pre-
service teachers are ready to teach online. 

It can be concluded that in this research, the researchers provide a 
clear description and explanation of the pre-service teachers’ readiness in an 
online teaching practicum and also provide an overview of their readiness to 
use technology in their learning. Pre-service teachers start their teaching 
practicum by creating and designing attractive media/platforms so that 
students remain enthusiastic about participating in learning even though the 
learning is done online. Designing interesting learning also aims to make it 
easier for students to understand the material being taught. In designing this 
media/platform, it is adjusted to the needs of students so that the learning 
process can be followed as much as possible. 

CONCLUSION AND SUGGESTION 
This research describes the pre-service teachers’ readiness in an 

online teaching practicum and also describes their perceptions of the 
implementation of the online teaching practicum. From the reflective 
practice data above, it can be concluded that: 

In a teaching practicum, what the teacher must prepare is not only 
mastering the materials being taught but also the ability to manage the class 
and the ability to use technology in learning. Mastery of the material is 
indeed a priority in teaching, but if it is not supported by other abilities, the 
learning process cannot run smoothly. 

This research reveals that the teaching readiness of pre-service 
teachers includes three aspects; pedagogical, professional, and readiness to 
use technology in their learning. Based on the findings from the reflective 
practice data provided by the participants, in their teaching readiness, they 
stated that they were ready to practice teaching online. They had prepared 
various things, such as teaching materials, media, and techniques that they 
have to prepare for an online teaching practicum. But there were some 
participants who thought that offline learning is more effective than online 
learning because it allows participants to practice teaching directly. They 
had made various efforts and preparations so that the learning process could 
run as optimally as possible. In addition, they have also arranged learning 
activities in the form of lesson plans so that learning runs in a structured 
manner. They tried to create classroom conditions to remain active and 
effective even though learning was done online. 

Online teaching requires special skills, especially in using technology 
in their learning. All participants seem to have applied the technology well. 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

52 
 

In the use of technology, the participants did not have any significant issues 
with the use of technology in the pedagogical and professional aspects since 
they were familiar with the technology in their study and daily life. In 
addition there were also participants who had a willingness to develop their 
skills in using technology. 

 

REFERENCES 

Arslan, F. Y. (2019). International and Multidisciplinary Perspectives 
Reflection in Pre-Service Teacher Education  : Exploring the Nature of 
Four EFL Pre-Service Teachers ’ Reflections. Reflective Practice, 20 (1), 
111–124. https://doi.org/10.1080/14623943.2018.1564652 

Downing, J. J., & Dyment, J. E. (2013). Teacher Educators ’ Readiness , 
Preparation , and Perceptions of Preparing Preservice Teachers in a 
Fully Online Environment  : An Exploratory Study. The Teacher 
Educator, October 2014, 37–41. 
https://doi.org/10.1080/08878730.2012.760023 

Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). 
Student-Teachers ’ Strategies in Classroom Interaction in the Context of 
the Teaching Practicum. Journal of Education for Teaching, 43 (5), 534–549. 
https://doi.org/10.1080/02607476.2017.1355080 

Howard, S. K., Tondeur, J., Siddiq, F., Scherer, R. (2021). Ready , Set , Go  ! 
Profiling Teachers ’ Readiness for Online Teaching in Secondary 
Education. Technology, Pedagogy and Education, 30 (1), 141–158. 
https://doi.org/10.1080/1475939X.2020.1839543 

Kidd, W., Murray, J. (2020). The Covid-19 Pandemic and Its Effects on 
Teacher Education in England  : How Teacher Educators Moved 
Practicum Learning Online. European Journal of Teacher Education, 43 (4), 
542–558. https://doi.org/10.1080/02619768.2020.1820480 

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to Online 
Teaching during COVID-19 School Closure: Teacher Education and 
Teacher Competence Effects among Early Career Teachers in Germany. 
European Journal of Teacher Education, 43(4), 608–622. 
https://doi.org/10.1080/02619768.2020.1809650 

Noguera, J. S., & Mccluskey, K. (2017). A Case Study of Early Career 
Secondary Teachers ’ Perceptions of Their Preparedness for Teaching  : 
Lessons from Australia and Spain. Teacher Development, 21 (1), 101–117. 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

53 
 

https://doi.org/10.1080/13664530.2016.1204353 

Park, M., Son, J., & Park, M. (2020). Pre-Service EFL Teachers ’ Readiness in 
Computer-Assisted Language Learning and Teaching. Asia Pacific 
Journal of Education. https://doi.org/10.1080/02188791.2020.1815649 

Roberts, P., Barblett, L., Boylan, F., Knaus, M. (2021). Revitalising Reflective 
Practice in Pre-Service Teacher Education  : Developing and Practicing 
an Effective Framework Education. Reflective Practice, 22 (3), 331–344. 
https://doi.org/10.1080/14623943.2021.1881888 

Yin, R. K. (2014). Case Study Research and Applications: Design and 
Methods. Fifth Edition. Los Angeles: SAGE 

 

 
 
 
 


