REFLECTIVE PRACTICE OF EFL PRE-SERVICE TEACHER THROUGH PHOTOVOICE

This study explores how reflective practice during the teaching practicum shapes EFL pre-service teachers’ readiness for their future roles as English language educators. Employing photovoice and reflective journals as tools, ten preservice teachers from a private Indonesian university documented their practicum experiences. Data were analyzed using Farrell’s (2024) reflective framework:
philosophy, principles, theory, practice, and beyond practice combined with the U heuristic approach to photovoice analysis. Findings reveal that reflective practice during the teaching practicum plays a crucial role in shaping EFL pre-service teachers’ readiness for their future roles. Reflection was not only retrospective but
also an active, integrative process involving personal experience, pedagogical knowledge, and classroom realities. Through reflection-in-action, on-action, and for-action, participants developed adaptive strategies to meet evolving demands in English language education. These reflective modes enabled real-time responsiveness, post-lesson evaluation, and intentional planning for future
challenges. Moreover, reflection supported the formation of professional identity rooted in empathy, inclusivity, and social responsibility. It empowered pre-service
teachers to align personal values with professional expectations, transform challenges into growth opportunities, and envision themselves as ethical and
responsive educators. Collectively, these findings affirm that reflective practice serves as both a foundation for immediate pedagogical growth and a sustainable
framework for ongoing professional development. The study contributes to teacher education by highlighting photovoice as an innovative reflective tool for enhancing professional preparation and addressing the theory practice gap.