In the Search for Enabling and Constraining Arrangements for Better Teaching Practices
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The study investigates the enabling and constraining arrangements within the teacher certification program for in-service English as a Foreign Language (EFL) teachers, based on qualitative narrative inquiry involving 15 participants. Key findings highlight issues related to cultural-discursive, material-economic, and social-political arrangements that affect teaching practices, including challenges in technology use, student engagement, and assessment requirements. The research emphasizes the need for improved teacher training and support to enhance teaching effectiveness.
![©2022
Isharyanti, N.
In the Search for Enabling
and Constraining
Arrangements for Better
Teaching Practices: EFL
Teachers’ Narratives
Neny Isharyanti [& Debora Tri Ragawanti]](https://image.slidesharecdn.com/inthesearchforenablingandconstrainingarrangements-220802084422-619814e1/85/In-the-Search-for-Enabling-and-Constraining-Arrangements-for-Better-Teaching-Practices-1-320.jpg)
In the Search for Enabling and Constraining Arrangements for Better Teaching Practices
- 1. ©2022 Isharyanti, N. In the Search for Enabling and Constraining Arrangements for Better Teaching Practices: EFL Teachers’ Narratives Neny Isharyanti [& Debora Tri Ragawanti]
- 2. ©2022 Isharyanti, N. To identify the arrangements in the teacher certification program (PPG) that enable or constrain in-service EFL teachers to do their teaching practicum. Aim of the Study
- 3. ©2022 Isharyanti, N. Participants 15 teachers 10 JHS 5 SHS 8 West 5 Central 3 East Research Paradigm Qualitative Narrative Inquiry Data Collection Narrative Reports Teaching Practicum Experiences Data Analysis Thematic Analysis Mindmapping Theoretical Framework Practice Architectures Cultural- Discursive Arrangements Material- Economic Arrangements Social-Political Arrangements The Study Pendidikan Profesi Guru (PPG) Batch 4 Academic year 2021
- 9. ©2022 Isharyanti, N. Pedagogical Theories & concepts Cultural-Discursive Arrangements • Program Topics 1st phase • Material Design 2nd phase • Teaching Practicum 3rd phase
- 10. ©2022 Isharyanti, N. Problem- based Approach Cultural-Discursive Arrangements • Problem Current Practice • Solution Future Practice
- 11. ©2022 Isharyanti, N. Discourses & Problem-based Approach Lacked of pedagogical (participant 7), technology (participant 5, 7, 12), & subject knowledge (participant 7) competence Teacher qualification standard (the Ministry of National Education regulation 16/2007). Teacher Professional Development (HOTs, TPACK) Teacher-centred learning (participant 1, 6, and 14) Learner-centeredness and learner autonomy in the 21st century learning characteristics More innovative teaching strategies Students Students’ lack of active involvement in the learning activities (participant 1, 6, 7, 8, 9, 11, 12, 14), Unable to do the activities (participant 1, 5, 6, 8, 9, 13, 14) Conducting need analysis Providing alternative or additional activities that are project-based, HOTs-oriented, or involving technology. Having low confidence in doing the tasks (participant 1, 7, 12, 15) Having low motivation in engaging in the activities (participant 5, 6, 8, 9, 11, 15) Motivating students Cultural-Discursive Arrangements
- 13. ©2022 Isharyanti, N. • Online Teaching Practicum • Video evidence • Number of students Assessment Requirements • Technology-related problems • Time Management • Teaching Environment • Students’ Availability Problems Assessment Requirements Material-Economic Arrangements
- 14. ©2022 Isharyanti, N. Assessment Requirements Technology- related problems Internet connection problems (participant 1, 2, 3, 5, 6, 7, 8, 12, 13, 14) Limitation of access in using devices or learning apps (participant 1, 5, 6, 7, 12, 13, 14, 15) Failures to record video (participant 3, 5, 7, 11) or audio (participant 1, 5, 9, 11, 12, 13), or the quality of lighting (participant 3, 11) Time Management Finishing the teaching session on time (participant 1, 5, 6, 7, 8, 10, 11, 13, 14). Internet access problems Material difficulty Filling the session with enough learning activities (participant 7, 8, 10, 13, 14). Material-economic problem (e.g. uninteresting teaching materials, the necessity to let students to have Friday prayer break) Cultural-discursive arrangement problems (e.g. the participants’ lack of classroom management or teaching techniques, the students’ lack of competences in using the language or the technology) Material- Economic Arrangements
- 15. ©2022 Isharyanti, N. Assessment Requirements Teaching Environment (participant 6, 7, 9, 12) Not conducive for delivering the course online Not ideal for getting quality recording Students’ Availability (participant 4, 7, 10, 14, 15). Students being sick Having no access to the internet The necessity to attend other school/community events or vaccination drives on the day Scheduling problems Material- Economic Arrangements
- 16. ©2022 Isharyanti, N. Social-Political Arrangements The relationships with the school’s stakeholders
- 17. ©2022 Isharyanti, N. Relationship with the School’s Stakeholders Social-Political Arrangements • Problems Other Arrangements • Colleagues • Students • School’s Principal Relationships
- 19. ©2022 Isharyanti, N. PPG program design Training Topics Assessment Requirements Cultural-Discursive Arrangements Discourses Problem-based Approach Material-Economic Arrangements Technology-related problems Time Management Teaching Environment Students’ Availability Social-Economic Arrangements Transactional Power Contestation Collegial Conclusions & Recommendations
- 21. ©2022 Isharyanti, N. Neny Isharyanti, Ph.D., AFHEA Universitas Kristen Satya Wacana Salatiga, Indonesia neny.isharyanti@uksw.edu @nenyish 0857-4000-1857 Dr. Debora Tri Ragawanti Universitas Kristen Satya Wacana Salatiga, Indonesia debora.ragawanti@uksw.edu 0815-6663-400
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