Voices of Pre-Service English Teachers: Reflecting Motivations During Practicum Learning

Kuswandono, Paulus

doi:10.15639/teflinjournal.v25i2/185-202

Cited by 15 publications

(11 citation statements)

References 23 publications

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“…A response from the Post-Practicum PST revealed that the practicum is viewed as the rehearsal towards being a real teacher. This was further revealed by Kuswandono (2014), as the PSTs learn and experience the teaching process, they develop themselves and build their sense of teacher's professional…”

Section: Discussionmentioning

confidence: 95%

A Preparation of the Teaching Practicum in Batam-Indonesia

Polim

2023

AGXN

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This study gathered data from Pre-Service Teachers (PSTs) in preparation for teaching practicum at a university in Indonesia. The study utilized a qualitative approach to comprehend the current practices in preparing participants of the teaching practicum and identifying the essential aspects needed to be addressed by research participants (PSTs, Practicum Supervisors, and Classroom Supervisors). The study found several courses that have helped PSTs in scaffolding their journey toward their practicum, including curriculum and material development, micro-teaching, and practicum orientation. However, as PSTs conduct their practicum, the dynamic and challenges were inevitably evident throughout the journey. The skills and knowledge they have studied have not been able to be fully utilized in the teaching practicum. These are reflected in their responses related to their confidence handling classroom management, language skills, identifying their role as practicum teacher, and the effectiveness of the current practice of classroom observation. The study concludes the importance of adjusting and reflecting on relevant aspects and knowledge that need to be integrated into the preparation of the teaching practicum. A systematic and continual innovation will need to be the focus of stakeholders in the teacher education prior to the teaching practicum.

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Section: Discussionmentioning

confidence: 95%

A Preparation of the Teaching Practicum in Batam-Indonesia

Polim

2023

AGXN

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“…De Mesmaeker and Lochtman (2014) defined 'beliefs' as perceptions that teachers have of themselves as teachers. Different studies, not related to CLIL but relevant, have explained the relationship between beliefs and the identity of PSTs (Chong & Low, 2009;Kuswandono, 2014;Schepens et al, 2009). All these authors (including De Mesmaeker & Lochtman, 2014) define teachers' beliefs as part of their professional orientation.…”

Section: Beliefs and Perceptionsmentioning

confidence: 99%

Estudiando la identidad profesional de docentes en formación de educación primara en AICLE: diseño y validez de un cuestionario

Martín¹,

Parra²,

Tafazoli

2022

AULA_ABIERTA

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Dentro del contexto bilingüe, el rol de la identidad profesional, ampliamente estudiada desde varias áreas de la investigación educativa, es escasamente explorada en el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). De acuerdo con la literatura, pocos estudios abordan el análisis de la identidad profesional de docentes en formación en AICLE. Entender el rol de la identidad profesional es vital para el desarrollo profesional de los docentes e incluso para adaptar programas de formación docente para AICLE. Por lo tanto, este estudio presenta el diseño de un cuestionario para analizar la identidad profesional de los docentes en formación en AICLE. El cuestionario se validó mediante un panel de expertos y se administró a 73 docentes de lengua en formación de educación primaria. Los resultados demostraron un instrumento válido y fiable. Las diferencias entre los tests administrados a los participantes fueron estadísticamente significativas. Así, el instrumento sirve como punto de partida para evaluar la identidad profesional de docentes en formación.

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“…Student teachers shift their motivation or choose not to become a teacher possibly because of several variables such as the nature of the teaching job, which is perceived as complicated, full of administrative stuff and demanding as well as the perception of teacher status which is considered less prospective and prestigious (Han & Yin, 2016). Similarly, motivation could also be shifted through learning experiences such as practicum (Azkiyah & Mukminin, 2017;Kuswandono, 2014;Sinclair, 2008). Practicum is typically viewed as the window for student teachers into the actual context of teaching.…”

Section: образование и саморазвитие том 16 № 3 2021mentioning

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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Voices of Pre-Service English Teachers: Reflecting Motivations During Practicum Learning

Cited by 15 publications

References 23 publications

A Preparation of the Teaching Practicum in Batam-Indonesia

A Preparation of the Teaching Practicum in Batam-Indonesia

Estudiando la identidad profesional de docentes en formación de educación primara en AICLE: diseño y validez de un cuestionario

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

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