Megawati, Fika (2021) Pre-service English teachers content-specific pedagogical beliefs and technology integration in teaching practice / Fika Megawati. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Teachers' beliefs have appeared to be one of the influential factors in classroom behaviour. However, little is known about pre-service teachers' (PSTs) content-specific pedagogical beliefs and what causes alignment or misalignment between the belief and their classroom practices, especially on technology integration. Thus, this study examined PSTs’ content-specific pedagogical beliefs and their use of technology in teaching practice along with the factors causing the belief dynamic and their classroom practices. The justification for pursuing content-specific pedagogical beliefs with three belief orientations, rule-based, skill-based, and function-based, rather than other beliefs, is that this kind of belief is important with the English language focus when pre-service instructors give materials to students. More precisely, the current study varies from earlier ones in which it investigates technology integration performed by pre-service English teachers during emergency remote teaching (ERT). This study used multiple case study design and involved fifteen pre-service English teachers from five different teacher education programs in East Java. The instruments used were teacher belief inventory, observation checklist, interview guide, and self-assessment. Through two stages of analysis, within-case and cross-case, the data in this study was analyzed by summarizing the response of teacher belief inventory obtained before teaching practice, transcribing the interview as well as coding the content materials used in the classroom, and converting self-assessment scale given after the PSTs did teaching practice. In relation to coding process for seeking the experience of individual pre-service teacher, especially in describing the content-specific pedagogical belief from the lesson content, inter-rater reliability Cohen’s Kappa was used to avoid the bias of the information. The result of the study reveals three important points. First, the PSTs are different in some ways in their orientation of content-specific pedagogical belief. Second, synchronous and asynchronous way of learning were identified in the cases of this study with various supporting tools and platforms. Dealing with the platform, three functions were considered pivotal to support the class activities in ERT, namely, for communication, teaching and learning process, and blended purpose. Finally, pre-service English teachers’ content-specific pedagogical beliefs and practice supported by technology integration during emergency remote teaching showed alignment and misalignment depending on the various situation and technology supporting learning mode. As the recommendation, four points are highlighted in this study. First, it is suggested for pre-service English teachers to build their content-specific pedagogical beliefs through experiences and interaction with stakeholders in teaching practice. For example, exposing online activities related to adapting, adopting, and developing English teaching materials and digital literacies. Next, sharing intensively with teacher experts about online classroom will also be meaningful. Second, joining continuous professional development activities is recommended for the success in shaping pre-service teachers’ belief development, such as joining national or international conferences with experts in ELT area and writing self-reflection. The reflection are not only about whether or not the teacher scenario in lesson plan can be applied but also taking the part showing the students’ responses toward the lesson as well as the critical incidents occurring during the teaching practice. Since it remains unclear whether the student teachers’ beliefs would have undergone similar alignment/misalignment when they had been placed in a school with different students’ ERT environment, as the third recommendation, further analysis is still needed to confirm pre-service teachers’ perceived belief through different learning environment, instruments, and procedures. Fourth, related to the limitation of this study which included one basic competence for each case the focus of teaching experience; thus, future researchers can investigate further how alignment/misalignment as well as belief changes occur from several basic competences that pre-service teachers should present in the teaching practice program experience. As the implication, this study helps to better understand the dynamic change in pre-service teachers’ content-specific pedagogical beliefs indicates a development value. Finally, this study promotes a different way in seeing alignment/misalignment between belief and practice that need to be followed up particularly by teacher preparation program.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 03 Sep 2021 04:29 |
| Last Modified: | 09 Sep 2021 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/263329 |
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