When Plans Fall Short: Responses of Pre-Service Junior High School Teachers to Unsuccessful Student Engagement Strategies

Abstract

Student engagement plays a crucial role in supporting learning outcomes, yet maintaining it remains a persistent challenge for pre-service teachers. This study explores how pre-service English teachers at junior high schools in Indonesia respond when their student engagement strategies fail during teaching practicums. Using Schön’s (1983) reflective practice framework, this research focuses on two dimensions of reflection: reflection-in-action (on-the-spot adjustments during teaching) and reflection-on-action (post-teaching evaluation). Employing a narrative inquiry design, data were collected from semi-structured interviews with five pre-service teachers and analyzed through thematic narrative analysis. The findings reveal that failure in engagement strategies triggered various emotional reactions such as frustration, disappointment, and self-doubt. However, through reflection, participants transformed these emotions into learning opportunities by adapting instructional methods, modifying classroom activities, and developing resilience. Reflection-in-action helped them respond flexibly during lessons, while reflection-on-action guided them to evaluate and improve their future teaching practices. The study highlights that failure can serve as a meaningful site of professional growth, fostering adaptive, reflective, and resilient teacher identities. These findings suggest the need for teacher education programs to integrate guided reflection and peer feedback into practicum experiences to support novice teachers’ capacity for reflective learning and adaptive engagement.