“I chose teacher education because…”: a look into Indonesian future teachers

Suryani, Anne

doi:10.1080/02188791.2020.1783202

Cited by 23 publications

(24 citation statements)

References 31 publications

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“…For example, PTS11 states that: "In my opinion, people used to say teaching was a noble job; during the practice teaching in a school, I can say that I felt that (the nobility)". The result strengthens previous studies (Suryani, 2020;Suryani et al, 2016;Tustiawati, 2019), which reveal teaching as a highly regarded position in Indonesian society, and teachers as those holding a responsibility equal to parents during school hours. The pre-service English teachers also highly rated the expertise of teachers.…”

Section: Discussionsupporting

confidence: 89%

“…You can imagine that teachers create a lot of people to become better in the future through their teaching" (PTS11). This finding supports the result of a study by Suryani, Watt, and Richardson (2016) and also a recent study by Suryani (2020), who found that 'social contribution' indicated the highest mean score (M=6.00) (Suryani, 2020). Suryani et al (2016) mention that it is important for Indonesian education system to have more altruistic teachers who are delighted to serve the country.…”

Section: Discussionsupporting

confidence: 79%

“…A number of studies (Lestari & Arfiandhani, 2019;Maiza et al, 2020;Suryani et al, 2016;Suryani, 2020) have acknowledged the importance of preservice teachers' perceptions and motivations during the study in teacher education program in Indonesia. These studies showed that pre-service teachers had various types of perceptions and motivation that contributed significantly to their future career choices.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Lomi

Mbato

2021

J. Eng. Foreign. Lang.

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Teaching is one of the fundamental professions in society. Pre-service English teachers’ perceptions and motivations may significantly influence their career decision-making to enter the profession. This study aimed to investigate pre-service English teachers’ perceptions and motivations to enter the teaching profession. It employed mixed-method research with questionnaire and interview as the instruments to collect data. The respondents were 44 pre-service English teachers from an English Teacher Education Department of a well-known university, in East Nusa Tenggara Province, Indonesia. Results showed that the students had various perceptions regarding the teaching profession and most of them were altruistically motivated to be teachers in the future. The current study offers two important implications. First, since perceptions and motivations to enter the teaching profession are not fixed and may be influenced by the students’ family, environment, and study program, building positive perceptions and motivations should be an integrated element of the teacher education curriculum. Second, graduating students need strong support from the family, environment, and the government to maintain positive perceptions and motivations about the profession.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

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Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Lomi

Mbato

2021

J. Eng. Foreign. Lang.

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“…In this section we discuss at least three dominant discourses through which the participants gave meaning to religious tolerance in contemporary Indonesia, namely, a discourse of spiritual Islam, a discourse of postmodern sensibilities, and a discourse of concern about conservative, Islamist, or radical groups. While participants' views about religious tolerance presented here might not always be explicitly spoken in relation to their future teaching roles, we believe that a tolerant teacher (including their tolerant religious beliefs) is the first step towards effective religious tolerance education in Indonesian contexts (Suryani 2017(Suryani , 2020a(Suryani � , 2020b. Therefore, understanding how preservice teacher participants personally took up a religiously tolerant subjectivity and the discourses they drew upon are crucial for advancing religious tolerance and tolerance education.…”

Section: Resultsmentioning

confidence: 95%

On being a religiously tolerant Muslim: discursive contestations among pre-service teachers in contemporary Indonesia

Mulya

Aditomo

Suryani

2021

British Journal of Religious Education

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This study examines the constitution of religiously tolerant subjectivity among Indonesian Muslim pre-service teachers. Complementing existing studies in religious tolerance education which were mainly survey-based and experimental, this qualitative research employed a discourse analysis methodology which connects individual-level analysis with the larger socio-religio-political situations in contemporary Indonesia. Specifically, this study aims to explore discourses drawn upon by young Muslim preservice teachers to understand religious tolerance in the context of contemporary Indonesia, a Muslim-majority Southeast Asian country struggling to navigate its history of moderate Islam and a recent surge of conservatism. The findings exhibited three key discourses through which participants' religiously tolerant subjectivity was constituted, namely, a discourse of spiritual Islam, a discourse of postmodern sensibilities, and a discourse of concern over the growing conservative, Islamist, and radical groups. The implications were discussed in relation to how religious tolerance education can be advanced by drawing upon these key discourses.

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“…Teachers with intrinsic and altruistic motivation who are poorly compensated might not last long in their profession . Teaching as a fallback career is a common reason for choosing the teaching profession in Indonesia (Suryani, 2020). That study reported that 79.3% of 657 student teachers who wanted to become teachers chose it as a second job (Suryani , 2017;Suryani et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation in teacher education: The forgotten element and its snowball effect

Novita¹

2021

E&SD

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This research explores student teachers' motivation to join teacher education and its relation to their career intention to join the teaching profession. The qualitative study was conducted in the English department of private and state teacher education in Indonesia. A total of 14 student teachers (20-23 years old) took part in the interview. The findings show that most student teachers chose Initial Teacher Education (ITE) because of external motivation factors such as the alternative option of not being accepted at their desired faculty or following parents’ suggestions. Besides that, considering the internal motivation factor, one of the common reasons students chose English teacher education was the interest in English, which was also viewed as transferrable skills that could be useful to many other job possibilities. The findings show that only a few of the participants who prioritised their career to become teachers. The findings might contest the generalisation that often associates student teachers’ motivation to join teacher education to become teachers. Even though the assumption is valid to some extent, the nuances in the student teachers’ motivation to choose teacher education might need to be considered, especially in the context when joining teacher education is relatively easy because there is no high-stake test involved and teaching might be perceived as an unattractive career intention. The findings also indicate that as motivation is fluid, abstract, and hard to measure, teacher education overlooks this element in the admission process. However, forgetting the importance of student teachers’ motivation in teacher education could lead to a more severe problem in the quality of graduates and education in the long run.

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“I chose teacher education because…”: a look into Indonesian future teachers

Cited by 23 publications

References 31 publications

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

On being a religiously tolerant Muslim: discursive contestations among pre-service teachers in contemporary Indonesia

Motivation in teacher education: The forgotten element and its snowball effect

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