Optimizing Self-Assessment through Reflective Teaching for Prospective Teachers’ Teaching Skill Improvement

This mixed-method study in form of sequential exploratory mixed-method design reports the findings of the prospective teachers’ perception on the optimization of self-assessment through reflective teaching and how it contributes towards their teaching skill improvement. There were 105 samples taken randomly from 225 prospective teachers who were taking real teaching practicum. Self-reflected questionnaire and interview guide were administered to describe how they perceived their practice. Teaching rubric was used to score their teaching performance. The data were then analyzed using Pearson’s Product-Moment analysis to test the hypothesis. The findings from the questionnaire and interview show that they perceived themselves as introductory reflective teachers because self-assessment was quite difficult to do. However, the workout indicates a significant contribution (Sig. 0.001), which shows that this is something beneficial for their self-improvement. It implies that the implementation of self-assessment needs to be optimally trained for preparing better teaching carrier development.