Disertasi

Pre-service english teachers’ beliefs on classroom strategies and teaching practicum in the context of secondary schools / Ririn Pusparini

Abstrak
As one of the unobservable factors teachers beliefs have a powerful influence on classroom activities. Nevertheless little is known about pre-service teachers (PSTs) beliefs about three strategies namely cognitive behavioral and emotional the causes of alignment and misalignment between the belief and their classroom practicum and the the belief process prior to and during the teaching practicum. Thus this study examined PSTs rsquo beliefs on classroom strategies and the teaching practicum in the context of secondary schools along with the factors causing the belief dynamic and their classroom practices and the belief processes. The justification for pursuing the beliefs on classroom strategies covering three strategies namely cognitive behavioral and emotional rather than other other strategies is significant with the English language teaching because PSTs completely need to apply the three strategies for successful study session. More precisely the present study is different from the previous ones since this study investigates not only the cognitive process but also behavioral and emotional factors in classroom activities. This study applied explanatory design where the researcher gathered survey data and followed up by multiple case study designs and involved eight PSTs from three different teacher education programs in Surabaya. The instruments used were questionnaire sheets interview sheets classroom observation checklists and journal entries. Through two stages of analysis within-case and cross-case the data of this study were analyzed by summarizing and transcribing the results of interviews conducted prior to and during the teaching practicum field observation and journal entries during the practices. Henceforth the data were coded via NVivo software (Version 12). This software was used to create themes to develop descriptions of the participants and the context. The data that had been coded were then compared and represented as qualitative findings that were interpreted and concluded. The results of the study reveal three crucial points First the overall findings have enriched the previous studies. Exclusively two findings significantly contribute to the body of knowledge PSTs rsquo beliefs on a second or backup plan before teaching and negotiation strategies as the proactive strategy to respond to students rsquo misbehaviors. Second internal and external factors contribute to the alignment and misalignment between belief and practice as well as the belief changes prior to and during the teaching practicum. Third six processes of the belief change were identified awareness/realization consolidation/conforming elaboration/polishing addition no change and re-ordering. Besides the significant findings of PSTs rsquo beliefs on a backup plan before teaching and negotiation strategy as one of the behavioral strategies in responding to the student rsquo s misbehavior five other interesting findings are discovered in this study. First PSTs believed in verbal and non-verbal cues in explaining the materials giving instructions providing rewards and compliments and expressing their feelings. Second rewards were provided to engage students actively in class activities instead of using warnings punishment and threats. Third emotions must be unveiled in proper situations since hiding and avoiding genuine emotions could negatively impact on health. Fourth the students problems and the teacher s weaknesses in teaching provoke the students misbehavior. Last but not least is creating written rules for it does not need to constantly remind students about the rules since the control-based strategy can trigger students to behave aggressively. As the recommendation five points are highlighted in this study First to accomplish the student teachers needs for their success in the practices three classroom strategies should be inserted as a component or a topic in PSTs rsquo materials in a study program. Moreover positive psychology which involves emotional regulation should be a subject to discuss. This subject is significant to help PSTs cope with all teaching challenges since emotions completely influence teachers rsquo decisions in the teaching and learning process. Second the study program should also consider the time duration of the teaching practicum program since PSTs need adequate time to experience and conduct reflective practice to enhance their teaching competencies. Third the institutional advisors should be from the same major as the PSTs for they can facilitate the development of positive beliefs alongside the development of the required skills. Fourth PSTS must develop positive beliefs about classroom interaction strategies. Then strengthening their positive beliefs can be realized if the personal teacher (internal factors) and supporting environment (external factors) can go hand in hand to provide meaningful experience during their teaching journey. At last since it remains unclear whether PSTs rsquo beliefs would have experienced similar alignment/misalignment as well as the belief change processes when they have been placed in a school with different students rsquo characteristics and environment as the last recommendation further analysis is still needed to confirm PSTs rsquo perceived beliefs from different settings instruments and procedures.

Informasi Detail

DDC

Rd 420.76 PUS p

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xvi, 214 lembar : ilus. ; 30 cm

Bahasa

Indonesia

No Reg

00053/RD/24

Edisi

Desertasi (Pasca sarjana) - Universitas Negeri Malang 2024

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN
2. BAHASA INGGRIS - STUDI DAN PENGAJARAN
3. ENGLISH - LEARNING MODEL

Pembimbing

1. Prof. Dr. Sri Rachmajanti, Dip.tesl, M.pd;2. Dr. Mirjam Anugerahwati, M.a.;3. Dr. Utari Praba Astuti, M.a.

Lampiran Berkas