Reflective teaching is an essential approach for pre-service teachers to evaluate and
improve their instructional practices. This qualitative study aims to explore how
pre-service English teachers reflect on their classroom experiences using a narrative
inquiry design. The study involved five pre-service English teachers from
Universitas Ibn Khaldun Bogor who had written reflective journals for at least two
months during the 2021/2022 academic year. Data were collected from reflective
journals and semi-structured interviews and were analyzed through thematic
content analysis to identify emerging themes from the participants’ reflections. The
findings revealed four main themes: classroom management, teaching strategies,
student response and engagement, and reflective improvement. These results
indicate that reflective practices enabled participants to recognize classroom
challenges, assess their teaching performance, and make continuous improvements
in their instructional methods. In conclusion, reflective journals serve as an
effective tool for pre-service teachers to become more adaptive and reflective
educators.

Keyword: Reflective teaching, pre-service teachers, classroom practice, narrative
inquiry, reflective journal.