Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program

Ardi, Priyatno; Widyaningsih, Titik Lina; Widiati, Utami

doi:10.26907/esd.18.2.02

Cited by 8 publications

(6 citation statements)

References 43 publications

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“…The participants' identification was influenced by how they saw themselves and others viewed them as English teachers. Their past learning experiences and significant others contributed to this self-identification (Ardi et al, 2023;Davin et al, 2018;Kılıç & Cinkara, 2020;Posada-Ortiz, 2022;Trent, 2011), which made the identity configuration relational (Sadeghi & Bahari, 2022;Thompson, 2022;Tsui, 2007). Their images were internalized as professional self-concepts in the trajectory of the teaching practicum.…”

Section: Discussionmentioning

confidence: 99%

“…Its configuration is relational and experiential since it is influenced by how they view themselves and how they are seen by others, whose results are continuously negotiated over time and situated in particular contexts (Sadeghi & Bahari, 2022;Thompson, 2022;Tsui, 2007). Its ongoing construction is influenced by previous experiences, shaped by the present situation, and advanced as language teachers contemplate their practices and interpersonal interactions with others in the community of practice (Ardi et al, 2023;Buchanan, 2015;Flores, 2020;Hong et al, 2017;Horvath et al, 2018). Hence, SLTI formation encompasses a never-ending, fluid, and multifaceted process that cannot be isolated from any context.…”

Section: Second Language Teacher Identitymentioning

confidence: 99%

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Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Ardi,

Mukti,

Basthomi

et al. 2023

rEFLections

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This paper aims to scrutinize the trajectory of the professional identity configuration of Indonesian EFL pre-service teachers in socialization during a two-month teaching practicum at a private school in Yogyakarta, Indonesia. Two female EFL pre-service teachers carrying out a teaching practicum at the school participated in this study. A narrative inquiry was employed to capture the dynamic development of the professional identity configuration from the participants’ points of view. The researchers developed stories based on participant interviews, daily reflective notes, and weekly conferences. The stories were then analyzed to identify the professional identity configuration. The findings suggested that the participants configured their professional selves as EFL teachers in socialization in the school through identification and self-internalization. Their identification was influenced by how they saw themselves and others viewed them as EFL teachers, which was then internalized as self-concepts. Moreover, the socialization process encouraged the student teachers to construct their professional selves, reflected in the emerging themes of the stories: language-, pedagogy-, organizational role-, and spirituality-driven identities. The findings also highlighted that spaces, artifacts, and positioning influenced how the pre-service teachers made meaning of their professional selves. The researchers emphasized the importance of reflection to facilitate the meaning-making of EFL preservice teachers’ professional selves by contemplating their professional socialization experiences during the practicum.

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Section: Discussionmentioning

confidence: 99%

Section: Second Language Teacher Identitymentioning

confidence: 99%

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Ardi,

Mukti,

Basthomi

et al. 2023

rEFLections

Self Cite

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“…It should be acknowledged that reflection practices are gaining momentum in various aspects of contemporary foreign language teaching (Fakazli & Gönen, 2017;Pham, 2022;Salih & Omar, 2022;Susanti, 2023;Synekop, 2020), as well as in teachers' professional development (Ardi, Widyaningsih & Widiati, 2023;Dayal & Alpana, 2020;Dumlao & Pinatacan, 2019;Fraser, Wotring, Green & Eady, 2022;Ningsih & Lengkanawati, 2023;Nuraeni & Heryatun, 2021), and medical staff training (Olmos-Ochoa et al, 2021). These practices are gradually being adopted by translation and interpretation training as well.…”

Section: Ways Of Reflection Practice Implementation In Contemporary T...mentioning

confidence: 99%

Digital Reflective Journal in the Translation Classroom: Does the Format Change the Game?

Korol

2024

LLT Journal

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Reflection is considered an integral part of modern translation classrooms, particularly within the framework of the social constructivist paradigm. To enhance its effectiveness, students' reflective activities should be supported with appropriate tools. This paper aims to compare the effectiveness of two formats of digital reflective journals. A mixed-methods research was conducted involving 34 third-year undergraduate translation students, who were divided into two sample groups (SG). They were instructed to accompany their translation submissions with reflective journal entries, either in a MS Word document (SG1) or in a digital reflective journal application (SG2). The research results indicated a statistically significant difference in the translation proficiency levels of students in the two SGs. Reflective journaling using a specific application resulted in better translation performance and higher quality journal entries over the term. This study highlights alternative approaches to reflective journal writing in translation classrooms. Future research could explore the evaluation of journal entries using digital tools.

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“…Teachers always need to design engaging classroom tasks so that their students will take the opportunities offered to them. Also, student engagement plays a crucial role in the language teaching and learning processes because engaged students often perform well in their learning process (Ardi et al, 2023;Ardi & Rianita, 2022;Prasetyawati & Ardi, 2020). According to Egbert et al (2021), Shahrokni (2018), andShahrokni (2016), an engaging task has the following principles.…”

Section: Tasks Engagement Principlesmentioning

confidence: 99%

Efl Graduate Students’ Voices on Their Technology-Integrated Classroom Language Tasks

Mali

2024

LLT Journal

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This qualitative study delves closely into graduate students’ reflective-evaluative voices on technology-integrated classroom language tasks they found useful and challenging in Introduction to Digital Technology (IDT) class in an English as a Foreign Language (EFL) setting at a private university in Central Java, Indonesia. The study also focuses on exploring the students’ practical recommendations to improve the quality of teaching and learning activities in the class. To meet the research goals, seven EFL graduate students participated in this study by answering closed and open-ended questions in a Google Form. For data triangulation, three of them participated in an in-depth semi-structured interview to clarify their responses to the questionnaire. The research findings inform that writing the literature review discussing realities of technology use in schools and districts in Indonesia and writing the report for technology workshop activities for school teachers seemed to be the most useful activities for the students in the IDT class. Besides the writing parts, conducting the technology workshop for the school teachers was another useful activity for the students. Although useful, the students considered the writing activities as one of the most challenging tasks in the course. Other findings, including reasons why the students found the tasks useful and challenging, as well as practical ways to improve the teaching and learning activities in the class, were then discussed in light of the relevant literature. The overall discussions might tell the success and challenges of the integration of technology in language teaching and learning, research, and community service activities in a higher education context in Indonesia. Recommendations for future research are presented.

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Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program

Cited by 8 publications

References 43 publications

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Digital Reflective Journal in the Translation Classroom: Does the Format Change the Game?

Efl Graduate Students’ Voices on Their Technology-Integrated Classroom Language Tasks

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