The emergence of moral, sociocultural and political geographies experienced by an EFL pre-service teacher during international teaching practicum in an Indonesian primary school

Sulistiyo, Urip; Anwar, Kaspul; Astini, Syofranita; Ubaidillah, M. Faruq; Mudra, Heri; Setiono, Panut

doi:10.1080/03004279.2022.2042828

Cited by 3 publications

(3 citation statements)

References 47 publications

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“…She attributed this to the students' heightened motivation to learn English and her perception of being more respected in the Thai context. This sentiment aligns with Sulistiyo et al's (2022) Indonesian. They see me as a teacher, and they extend the same amount of respect to me as to other teachers, regardless of their countries of origin.'…”

Section: Despite Facing Various Challenges Both Participants Acknowle...supporting

confidence: 69%

‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers' Experiences and Challenges in Thai Elementary Schools

Haryadi

2024

JFLTL

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With the growth of teacher mobility, where teachers from diverse cultural backgrounds attempt to broaden their teaching experiences, the resulting global community has given rise to new and challenging educational environments. In Thailand, numerous English programs welcome teachers from different countries, accordingly contributing to the nuances of foreign English teachers' experiences. This study aims to delve into the experiences and challenges faced by Indonesian EFL teachers working in Thailand. In the context of the globalized educational system, the inclusion of Indonesian teachers in this study is essential. Their distinct cultural experiences and challenges not only enhance multicultural understanding but also contribute significantly to the existing literature on teaching English in foreign settings. Utilizing a qualitative research approach, this study conducted multiple semi-structured interviews with two Indonesian EFL teachers employed in both a public elementary school and a private elementary school in Thailand. The findings reveal that teaching English in Thailand has provided them with valuable insights and has been a transformative experience, enhanced their professional growth. The findings also provide comprehensive insights into the unique challenges faced by these teachers, particularly regarding language barriers, cultural adaptation, and professional relationships. This study not only illuminates the challenges encountered by teachers but also underscores the considerable potential for personal and professional growth within the ever-evolving landscape of teaching English oversea.

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Section: Despite Facing Various Challenges Both Participants Acknowle...supporting

confidence: 69%

‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers' Experiences and Challenges in Thai Elementary Schools

Haryadi

2024

JFLTL

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“…Participants in this program are countries in Southeast Asia, including the Philippines, Lao PDR, Republic of the Union of Myanmar, Socialist Republic of Vietnam, Indonesia, Thailand, Cambodia, Malaysia, Timor-Leste, Brunei Darussalam, and Singapore. The program is designed for teacher candidates to attain real teaching experiences in Southeast Asian countries (SEAMEO, 2023;Sulistiyo et al, 2023). Regarding its implementation, Kabilan (2013) previously examined six teacher candidates' teaching experiences of ITP in Maldives and revealed multifaceted factors aligned with the participants' teaching.…”

Section: Introductionmentioning

confidence: 99%

Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher

Megawati,

Shah,

Anugerahwati

et al. 2023

JEET

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Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.

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“…Numerous social, cultural, and political elements can impact and shape teacher emotion (Chang & Taxer, 2021). Many studies have explored teacher emotion in various contexts, for example (Talbot & Mercer, 2018;Sukarsono et al, 2023;Sulistiyo et al, 2022;Ubaidillah et al, 2023) to name but a few. There is little research on EFL instructors' emotional geographies in teaching ESP despite the abundance of literature on teachers' emotional geographies.…”

Section: Introductionmentioning

confidence: 99%

‘’Once I enter the class, I just feel like in the middle of nowhere’’: a narration of ESP teacher's emotional geographies

Isnawati,

Rahayu

2023

J. Eng. Foreign. Lang.

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While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke’s (2014) thematic analysis. Anchored by Hargreaves' (2001) emotional geography, the study revealed that the participant had undergone negotiated emotional changes in his experiences as an ESP teacher, which were anchored by physical, social, moral, professional, and political aspects. The findings of this study informed that the participant experienced sustainable adaptation through negotiated emotional changes in his role as an ESP teacher in tertiary education. Furthermore, the present study revealed that ESP lecturer shows five aspects of emotional geographies. Understanding the results of the current study may encourage ESP teachers to handle their feelings when instructing with caution. The participant's stories in this study provide pedagogical insights for redesigning curriculum that focus on ESP learning. Policymakers could also use the results of this study to implement training programs for ESP teachers on how to successfully teach English for specific purposes for non-English department students.

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The emergence of moral, sociocultural and political geographies experienced by an EFL pre-service teacher during international teaching practicum in an Indonesian primary school

Cited by 3 publications

References 47 publications

‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers' Experiences and Challenges in Thai Elementary Schools

‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers' Experiences and Challenges in Thai Elementary Schools

Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher

‘’Once I enter the class, I just feel like in the middle of nowhere’’: a narration of ESP teacher's emotional geographies

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