Exploring the Dynamic Perspectives of Pre-Service English Teachers on Innovative Teaching Approaches in English Language Education in Cirebon

Abstract

This study explores the dynamic perspectives of pre-service English teachers on innovative teaching approaches in English language education in Cirebon, Indonesia. With the increasing demand for 21st-century skills and the global shift toward student-centered and technology-integrated instruction, this research investigates how future educators perceive and implement innovation during their teaching practicum. Utilizing a qualitative case study design, data were collected through questionnaires, interviews, and document analysis involving three pre-service teachers from Syekh Nurjati State Islamic Cyber University. Thematic analysis revealed that participants highly value innovation—particularly project-based learning, gamification, and technology integration—as effective means to promote engagement, creativity, and communicative competence. However, several challenges emerged, such as lack of technological infrastructure, limited training, and difficulty managing classroom behavior during innovative implementation. These findings underscore the need for teacher education programs to provide more practical training and institutional support to empower future educators in adopting adaptive and innovative pedagogical practices.