ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

Aktekin, Nafiye Çiğdem; Çelebi, Hatice

doi:10.26858/ijole.v4i2.10655

Cited by 13 publications

(9 citation statements)

References 33 publications

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“…Ketika menggunakan atau menggunakan khaida edukasi modern di ruang kelas merupakan mandat. Menurut kaidah pendidikan Nasional, tanggung jawab pengajar meliputi melaksanakan administrasi, mengelola, mengembangkan, mengawasi, dan memberikan dukungan teknis untuk proses satuan pendidikan (Aktekin & Celebi, 2020;Tungkunanan, 2020). Pedler dkk.…”

Section: Pendahuluanunclassified

Pengaruh Blended Learning Enriched Virtual Model Terhadap Hasil Belajar Materi Konflik Sosial Di SMA

Djagom,

Kuswandi,

Praherdhiono

2023

JKTP J. Kaji. Teknol. Pendidik.

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To keep up with the latest developments in science and technology, schools must use teaching strategies that are in line with modern times. One of them is the Blended learning Enriched Virtual Model (BLEV), which is a mixed model that is enriched through features in Google Classroom for learning needs. To test this model with social conflict material, the experimental group applied the model and the control group. Quantitative approaches and quasi-experimental procedures are used to explore the effect of one on the other under controlled conditions. The results showed that there were differences between the two groups. According to this study, students who use the virtual mixed learning model have superior learning outcomes than the traditional mixed learning model. It has also been shown that using an enriched virtual blended learning paradigm can expose students to the topic of social conflict. Therefore, the use of an enhanced virtual blended learning paradigm is highly recommended for students, especially in social conflict content.AbstrakUntuk mengikuti perkembangan ilmu pengetahuan dan teknologi terkini, sekolah harus menggunakan strategi pengajaran yang sesuai dengan zaman modern. Salah satunya adalah Blended learning Enriched Virtual Model (BLEV) yaitu sebuah model campuran yang diperkaya melalui fitur-fitur di Google Classroom untuk kebutuhan pembelajaran. Untuk menguji model tersebut dengan materi konflik sosial, maka kelompok eksperimen menerapkan model tersebut dan kelompok kontrol. pendekatan kuantitatif dan prosedur kuasi-eksperimental digunakan untuk mengeksplorasi pengaruh satu terhadap yang lain dalam keadaan terkendali. Hasil penelitian menunjukkan bahwa ada perbedaan antara kedua kelompok tersebut. Menurut penelitian ini, siswa yang menggunakan model pembelajaran campuran virtual lebih unggul hasil belajarnya daripada model pembelajaran campuran tradisional. Juga telah ditunjukkan bahwa menggunakan paradigma pembelajaran campuran virtual yang diperkaya dapat memaparkan siswa pada topik konflik sosial. Oleh karena itu, penggunaan paradigma blended learning virtual yang disempurnakan sangat dianjurkan bagi siswa, terutama pada konten konflik sosial.

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Section: Pendahuluanunclassified

Pengaruh Blended Learning Enriched Virtual Model Terhadap Hasil Belajar Materi Konflik Sosial Di SMA

Djagom,

Kuswandi,

Praherdhiono

2023

JKTP J. Kaji. Teknol. Pendidik.

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“…Conversely, failure to achieve ego synthesis and continuity of a personal character leads to identity confusion. In teaching field, identity has also long been a focus for educators since personals in educational context become more aware of whom they are as teachers by reflecting upon how they position themselves (Aktekin, & Celebi, 2020).…”

Section: Personal Identitymentioning

confidence: 99%

English Children Literature for Exploring Immigrant Identity in a Language Classroom

Sairattanain

Thawarom

2022

ijole

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The purpose of this article is to propose a possible way to integrate cultural knowledge into English teaching by using children literature. It also presents an alternative method for researchers to investigate personal identity by using a character from literature as a case study. The article also offers an example of an exploration of the main characters’ identity in Jasmin Warga’s Other Words for Home. The story represented a life of a twelve-year-old girl from Syria who left behind the war torn city order to live in United States. Her identity formation process was analyzed through the theory of Symbolic Interactionism. Themes found from her journey of moving into new culture included “self as an English language learner” prior to moving to the United States and “self as an immigrant” was presented when she entered American society. her This teaching method might be useful in promoting English learners to become integratively motivated which can be achieved by understanding the cultural and ideological aspects and by developing a cross-cultural awareness of the how to become part of community that speak the target language.

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“…It is well known that teaching English as a foreign language can be a daunting task, especially in environments where English has limited practical use. To address the potential challenges during teacher education, Aktekin and Celebi (2020) examined the process of identity construction within an English Language Teaching (ELT) teacher education program. The researchers focused on the challenges that student teachers faced in establishing their roles as teachers and improving their expertise in subject matter, didactics, and pedagogy.…”

Section: Introductionmentioning

confidence: 99%

‘I Can Teach English More Confidently’: How Madrassas’ and Pesantrens’ English Teachers Perceived ELTT Program

Asfihana,

Sari,

Hasanah

et al. 2023

JEET

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The study sought to investigate the perception of English teachers in madrassas and pesantrens toward the English Language Teacher Training (ELTT) program they underwent for five months. A convergent mixed-method research design was used, comprising a set of questionnaires administered to thirty-two teachers across three cities, namely Banjarmasin, Metro, and Palembang. Subsequently, interviews were conducted with twelve teachers who participated in the study. Interactive data analysis was employed to analyze the results obtained from the questionnaires and interviews. The study found that numerous teachers reported receiving significant benefits in their teaching and learning skills after participating in the ELTT program, including a boost in self-esteem when delivering English language instruction and enhanced English teaching abilities. However, participants also highlighted internet connectivity and time management as major hurdles that required attention. Hence, it is recommended that the Ministry of Religious Affairs continues to implement the program since it provides teachers with opportunities to enhance their English teaching skills. Consequently, this will enable students to receive greater exposure to the English language, facilitating their learning process.

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ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

Cited by 13 publications

References 33 publications

Pengaruh Blended Learning Enriched Virtual Model Terhadap Hasil Belajar Materi Konflik Sosial Di SMA

Pengaruh Blended Learning Enriched Virtual Model Terhadap Hasil Belajar Materi Konflik Sosial Di SMA

English Children Literature for Exploring Immigrant Identity in a Language Classroom

‘I Can Teach English More Confidently’: How Madrassas’ and Pesantrens’ English Teachers Perceived ELTT Program

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