Probing Indonesian Teachers’ Learning Investment in Response to Educational Disruption: A Narrative Inquiry

Abstract

Drawing upon the theoretical framework of investment and the methodological perspective of narrative inquiry, this article explores how English teachers from South Sumatra, Indonesia navigated the challenges of the sudden shift to online learning, how they positioned themselves in times of pandemic crisis professionally, and the perceived effects of their professional development participations. Data from the study include interviews, teachers’ digital artifacts, and teachers’ reflective writing. The critical incident analysis employed in this study sheds light on the challenges faced by English teachers in teaching online in the pandemic era including the unavailability of internet quota at home, teachers’ difficulties in teaching online, and the ability of teachers to adapt online teaching. Besides, the English teachers invested in continuing professional development by applying professional development activities such as; seminars, webinars, training, and workshop that were facilitated by the government and shared in the social group such as MGMP activities. Lastly, professional development was important for them since it affected their teaching online during a pandemic and their professional competency development and performance during online teaching activities. Implications are drawn out for school administration, governmental education departments, and teacher education institutions, as they need to coalesce to engage in more collaborative work to support teachers’ professional development.

Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers' Preparedness and Perspectives.

“…This finding emphasizes the need for the government and educational institutions to focus not only on enhancing teaching skills but also on fostering environmental awareness and responsibility among teachers. This aligns with the recommendations from previous studies Monroe et al, 2017;Mutmainnah et al, 2022;Silvhiany, 2022), which stress the importance of professional development for teachers to integrate climate change education across various disciplines.…”

“ I Get Blank When I Start Writing’’ Analysis of EFL Student’s Anxiety in Writing Descriptive Text

“…This research employs narrative inquiry. A narrative inquiry is one in which a researcher can explore the experiences and feelings of an EFL student's (Mutmainnah, Silvhiany, and Eryansyah 2022). Different forms of qualitative research focus on studying one person, collecting data through story collection, reporting on individual experiences, and discussing the meaning of those experiences for individuals.…”