Problems and Alternative Solutions of Indonesian EFL Teacher Trainees: A One-Decade Portrait of Online and Offline Classes
DOI:
https://doi.org/10.17507/jltr.1602.09Keywords:
teacher training, pre-service teachers, classroom problems, alternative solutionsAbstract
Teacher training and teacher professional development are two interrelated concepts. In order to have professional teachers, teacher training is a necessity. This can be done during one’s college years, which is commonly known as a teaching practicum. Senior students as pre-service teachers are trained and taught to enter the real world of teaching. During this teaching practicum, they can gain a lot of experience, learn from the mentor teachers, do administrative tasks that a teacher normally does, learn from the school environment, and face real students as well. Seeing the importance of a teaching practicum and its implications on the students’ careers later on as teachers, the researcher then conducted this study. Forty-one student respondents who were doing or had done their teaching practicums were the respondents of this study. Data was collected through reflections that they had to submit by the end of their internship programs. They were pre-service teachers of primary and secondary levels. During their teaching practicums, they faced various problems, most of which were related with classroom management. This study revealed that these student teachers tried alternative solutions to deal with their problems.
References
Aimah, S., Rukmini, D., Saleh, M., & Bharati, D.A.L. (2020). Pre-service English teachers’ voices: What do they expect from a supervisor in a microteaching class? The Journal of Asia TEFL, 17(3), 1039-1047. Retrieved on May 24, 2023 from http://journal.asiatefl.org/main/main.php?inx_journals=65&inx_contents=857&main=1&sub=2&submode=3&PageMode=JournalView&s_title=Pre_Service_English_Teachers_Voices_What_do_They_Expect_from_a_Supervisor_in_a_Microteaching_Class
Ariza-Quiñones, K. J., Hernández-Polo, L. D., Lesmes-Lesmes, K. J., & Molina-Ramírez, E. L. (2022). Preservice EFL teachers’ experiences in their first teaching practicum: A collaborative autoethnography. Profile: Issues in Teachers’ Professional Development, 24(1), 193–207. Retrieved on May 24, 2023 from https://www.redalyc.org/journal/1692/169270136013/html/
Borg, S. (2009). Language teacher cognition. In Anne Burns and J.C. Richards. Second language teacher education. CUP.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage Publications.
Deer-Goethe, B. (2021). The significance of mentor-mentee relationship quality for student teachers’ well-being and flourishing during practical field experiences: A longitudinal study. Retrieved on October 8, 2023 from https://www.researchgate.net/publication/348415714_The_significance_of_mentor-mentee_relationship_quality_for_student_teachers'_well-being_and_flourishing_during_practical_field_experiences_a_longitudinal_analysis
Eksi, G. & Yakışık, B.Y. (2016). To be anxious or not: Student teachers in the practicum. Retrieved on May 26, 2023 from https://www.researchgate.net/publication/309709872_To_Be_Anxious_or_Not_Student_Teachers_in_the_Practicum
Gill, P., Steward, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: Interviews and focus groups. British Dental, 204, 291–295. Retrieved on February 18, 2023 from https://www.researchgate.net/publication/5495328_Methods_of_data_collection_in_qualitative_research_Interviews_and_focus_groups
Gorman, M. (2019). Understanding learners. Retrieved on April 10, 2023 from https://www.teachingenglish.org.uk/sites/teacheng/files/J105_03_Understanding_learners_FINAL_0.pdf
Güçlü, M. & Şahan, A. (2021). An evaluation of the process of the training of candidate teachers in Turkey. Proceedings of IAC 2021 in Budapest, 87-89. Retrieved on June 15, 2023 from https://www.conferences-scientific.cz/file/9788088203216
Handal, G. (1999). Consultation using critical friends. New Directions for Teaching and Learning, 79(Fall). Jossey-Bass Publishers. Retrieved on October 11, 2023 from https://www.lth.se/fileadmin/cee/Documents/Handal_1999.pdf
He, Y. (2009). Strength‐based mentoring in pre‐service teacher education: A literature review. (Abstract). Mentoring & Tutoring: Partnership in Learning, 17(3). Retrieved on August 23, 2023 from https://www.tandfonline.com/doi/full/10.1080/13611260903050205
Ishartono, N. & Sufahani, S.F. (2019). A metacognition analysis of male and female pre-service teachers in making PowerPoint (PPT) as a learning media. International Journal of Recent Technology and Engineering (IJRTE), 8(1), 1184-1190. Retrieved on July 21, 2023 from https://www.researchgate.net/publication/333675366_A_Metacognition_Analysis_of_Male_and_Female_Pre-Service_Teachers_in_Making_PowerPoint_PPT_as_a_Learning_Media
Isperdon, L. & Selcuk, H. (2021). The influence of a VC-Based Training Course on pre-service EFL teachers’ teaching strategies: A case study of training Syrian pre-service EFL teachers. Proceedings of IAC 2021 in Vienna, 1-15. Retrieved on June 15, 2023 from https://www.researchgate.net/publication/352979876_The_influence_of_a_VC-based_training_course_on_pre-service_EFL_teachers'_teaching_strategies_A_case_study_of_training_Syrian_pre-service_EFL_teachers
Kumaravadivelu, B. (2012). Language teacher education for a global society. NY: Routledge.
Maphalala, M.C. (2013). Understanding the role of mentor teachers during teaching practice session. International Journal of Educational Sciences, 5(2), 123-130. Retrieved October 20, 2023 from https://www.researchgate.net/publication/321202352_Understanding_the_Role_of_Mentor_Teachers_during_Teaching_Practice_Session
Merç, A. (2010). Self-reported problems of pre-service EFL teachers throughout teaching practicum. Anadolu university journal of social sciences cilt/vol., 10(2), 199–226. Retrieved on June 18, 2022 from http://www.ajindex.com/dosyalar/makale/acarindex-1423869512.pdf
Miller, J. (2009). Teacher identity. In Anne Burns and J.C. Richards. Second language teacher education. CUP.
Morrison, C. (2016). Purpose, practice, and theory: Teacher educators’ beliefs about professional experience. Australian Journal of Teacher Education, 41(3), 105-125. Retrieved on November 20, 2022 from https://www.researchgate.net/publication/300003584_Purpose_Practice_and_Theory_Teacher_Educators%27_Beliefs_about_Professional_Experience
Nurjanah & Lestari, S. (2021). The teaching practicum experience of pre-service English language teachers through synchronous learning. EDULINK (Education and Linguistics Knowledge Journal), 3(2), 92-115. Retrieved on April 10, 2023 from https://ejournal.uniska-kediri.ac.id/index.php/EDULINK/article/view/1951
Ozmen, K.S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-6. Retrieved on April 12, 2023 from https://www.researchgate.net/publication/288644267_Exploring_student_teachers%27_beliefs_about_language_learning_and_teaching_A_longitudinal_study
Prastomo, Y.A. & Listyani. (2020). Problems encountered by student teachers in two junior high school in Central Java. Humanizing Language Teaching (HLT), 22(4), 1-7. Retrieved on May 20, 2023 from https://www.researchgate.net/publication/288644267_Exploring_student_teachers%27_beliefs_about_language_learning_and_teaching_A_longitudinal_study
Richards, J.C. & Farrell, T.S.C. (2005). Professional development for language teachers. CUP.
Richert, A. (2006). Introduction. Learning to teach teachers. In Tom Russell & Fred Korthagen (Eds.). Teachers Who Teach Teachers. London, England: Routledge, Francis & Taylor Group.
Santhanam, V. (2022). Classroom management. Conference: Current Perspectives in Educational Psychology (ICCPEP-2013), 1-4. Retrieved on December 22, 2023 from https://www.researchgate.net/publication/363406317_CLASSROOM_MANAGEMENT
Shalawati, S. & Hadijah, S. (2018). Teaching practicum current practices: Challenges and opportunity. J-SHMIC, 5(1), 113-123. Retrieved on August 17, 2023 from https://journal.uir.ac.id/index.php/jshmic/article/view/1261
Nurhattati, Matin, Buchdadi, A.D., & Yusuf, C.F.A.D. (2020). Teacher certification in Indonesia: An education policy analysis. Universal Journal of Educational Research, 8(5), 1719-1730. Retrieved on January 6, 2023 from https://www.researchgate.net/publication/341288366_Teacher_Certification_in_Indonesia_An_Education_Policy_Analysis
Saleh, S., Magfirah, Niswaty, R., Haerul, & Jamaluddin. (2022). The Influence of Rewards on Student Learning Outcomes in the SMK Negeri 4 Takalar. Jurnal Office: Jurnal Pemikiran Ilmiah dan Pendidikan Administrasi Perkantoran, 8(1), 47-56. Retrieved on October 11, 2023 from http://eprints.unm.ac.id/30346/1/22.%20The%20Influence%20of%20Rewards%20on%20Student%20Learning%20Outcomes.pdf
Subiarto & Wakhudin. (2021). The role of teachers in improving the discipline character of students. DINAMIKA Jurnal Ilmiah Pendidikan Dasar, 13(2), 72-75. Retrieved on July 20, 2023 from https://jurnalnasional.ump.ac.id/index.php/Dinamika/article/download/11552/4182
The National Archives. (2021). Teacher training. Retrieved on March 20, 2023 from https://www.nationalarchives.gov.uk/help-with-your-research/research-guides/teacher-training/
Ugwu, C. & Eze, H.U. (2023). Qualitative research. International Digital Organization for Scientific Research (IDOSR) Journal of Computer and Applied Sciences, 8(1), 20-35. Retrieved on October 9, 2023 from https://www.researchgate.net/publication/367221023_Qualitative_Research
