ABSTRACT
This study focuses on the levels of reflection of pre-service English teachers in the
teaching practice program, where data were drawn from pre-service teachers'
reflective teaching journals during the teaching program in Thailand. The research
design used in this study was a qualitative case study using reflective teaching
journals and questionnaires as data collection instruments. This study was
conducted in three private junior high schools in Southern Thailand. The
participants in this study were three Indonesian pre-service English teachers who
were doing their teaching practice in Thai private schools for five months. The
researcher asked the participants about the reflective teaching journals conducted
for one month from January 15, 2024 to February 10, 2024, and to complete the
data, a questionnaire was administered to obtain supporting information and find
out the issues that arose in reflecting. This study has revealed the pre-service
teachers' levels of reflection to be at descriptive reflection and dialogic reflection.
The implication of this study can help pre-service teachers develop their reflection
skills by familiarizing themselves with reflection practice, making reflection an
important part of professional development, and seeking guidance from
experienced teachers or mentors. And overcome reflection problems by using
reflection guiding questions, taking notes on key moments during or immediately
after teaching, and reflecting on interactions with students.

Keywords: reflective practice; reflection issues; pre-service English teachers’;
teaching practicum