Khoiriyah (2022) Building professional identity in rural areas: a multiple case study of efl pre-service teachers in an online teaching practice program / Khoiriyah. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The present study investigates the importance of having teachers professional identity as the outcome of the online teaching practice programs. Pre-service teachers who have a professional identity will have professional values motivation self-confidence views about teaching interpersonal skill emotion and commitment. Even though extensive studies on teacher identity have been conducted little attention has been paid to how pre-service teachers build their professional identity in online teaching practice programs in a rural area. This study is an attempt to investigate pre-service teachers in building their identity in online teaching practice in the context of a rural area. A multiple case study was employed within three months in two private senior high schools in rural areas in Bondowoso East Java Indonesia. Six pre-service teachers two teacher mentors participants and two teacher educators were involved in this study. The data were garnered from group dialogic reflection and interviews field notes observation and curriculum artifacts. The data were qualitatively analyzed using content thematic analysis and emotional geography. The data from curriculum artifacts dialogic reflection before teaching enactment and interview were analysed using content thematic analysis while the data from dialogic reflection during and after teaching enactment were analyzed using emotional geography. The present study reveals that online teaching practice in the school site requires good school and teacher leadership. This environment can support pre-service teachers to build their professional identity that encompasses three strategies collaborative lesson planning collaborative teaching enactment and group dialogic reflection. These strategies can be perceived as the way for pre-service teachers to engage themselves to construct their professional identity. Collaborative lesson planning can be viewed as a space where pre-service teachers can enhance their curriculum knowledge (CrK) technological knowledge (TK) pedagogical knowledge (PK) and subject-matter knowledge (SmK). Collaborative teaching enactment can be perceived as a space where they can build relationship with teacher mentors and the students. Group dialogic reflection reveals pre-service teachers emotional experiences from the online classroom reality that can be regarded as a pre-cursor to build their professional identity and investment. This reflective practice in collaborative lesson planning and collaborative teaching enactment paves the construction of their identity and investment. The implication of the study is that the understanding of the teacher mentor about the ELT curriculum artifacts and TPACK platform should be enhanced through teacher training or continuous professional development due to the lack of specific framework/procedure in the collaboration between pre-service teachers and the teacher mentors.
| 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: | 16 Sep 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/271851 |
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