Disertasi

Pre-service English teachers content-specific pedagogical beliefs and technology integration in teaching practice / Fika Megawati

Abstrak
Teachers beliefs have appeared to be one of the influential factors in classroom behaviour. However little is known about pre-service teachers (PSTs) content-specific pedagogical beliefs and what causes alignment or misalignment between the belief and their classroom practices especially on technology integration. Thus this study examined PSTs content-specific pedagogical beliefs and their use of technology in teaching practice along with the factors causing the belief dynamic and their classroom practices. The justification for pursuing content-specific pedagogical beliefs with three belief orientations rule-based skill-based and function-based rather than other beliefs is that this kind of belief is important with the English language focus when pre-service instructors give materials to students. More precisely the current study varies from earlier ones in which it investigates technology integration performed by pre-service English teachers during emergency remote teaching (ERT). This study used multiple case study design and involved fifteen pre-service English teachers from five different teacher education programs in East Java. The instruments used were teacher belief inventory observation checklist interview guide and self-assessment. Through two stages of analysis within-case and cross-case the data in this study was analyzed by summarizing the response of teacher belief inventory obtained before teaching practice transcribing the interview as well as coding the content materials used in the classroom and converting self-assessment scale given after the PSTs did teaching practice. In relation to coding process for seeking the experience of individual pre-service teacher especially in describing the content-specific pedagogical belief from the lesson content inter-rater reliability Cohen s Kappa was used to avoid the bias of the information. The result of the study reveals three important points. First the PSTs are different in some ways in their orientation of content-specific pedagogical belief. Second synchronous and asynchronous way of learning were identified in the cases of this study with various supporting tools and platforms. Dealing with the platform three functions were considered pivotal to support the class activities in ERT namely for communication teaching and learning process and blended purpose. Finally pre-service English teachers content-specific pedagogical beliefs and practice supported by technology integration during emergency remote teaching showed alignment and misalignment depending on the various situation and technology supporting learning mode. As the recommendation four points are highlighted in this study. First it is suggested for pre-service English teachers to build their content-specific pedagogical beliefs through experiences and interaction with stakeholders in teaching practice. For example exposing online activities related to adapting adopting and developing English teaching materials and digital literacies. Next sharing intensively with teacher experts about online classroom will also be meaningful. Second joining continuous professional development activities is recommended for the success in shaping pre-service teachers belief development such as joining national or international conferences with experts in ELT area and writing self-reflection. The reflection are not only about whether or not the teacher scenario in lesson plan can be applied but also taking the part showing the students responses toward the lesson as well as the critical incidents occurring during the teaching practice. Since it remains unclear whether the student teachers beliefs would have undergone similar alignment/misalignment when they had been placed in a school with different students ERT environment as the third recommendation further analysis is still needed to confirm pre-service teachers perceived belief through different learning environment instruments and procedures. Fourth related to the limitation of this study which included one basic competence for each case the focus of teaching experience thus future researchers can investigate further how alignment/misalignment as well as belief changes occur from several basic competences that pre-service teachers should present in the teaching practice program experience. As the implication this study helps to better understand the dynamic change in pre-service teachers content-specific pedagogical beliefs indicates a development value. Finally this study promotes a different way in seeing alignment/misalignment between belief and practice that need to be followed up particularly by teacher preparation program.

Informasi Detail

DDC

Rd 420.7 MEG p

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2021.

Deskripsi Fisik

vii, 397 lembar : il. ; 30 cm.

Bahasa

Indonesia

No Reg

01484/KI/22

Edisi

Disertasi (Pascasarjana) -- Universitas Negeri Malang. 2021

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Nur Mukminatien ; 2. Niamika El Khoiri; 3. Mirjam Anugerahwati

Lampiran Berkas