Disertasi

Portraying preservice teachers’ pedagogical competence and transformative learning in the light of critical reflection on elt practicum / M. Zaini Miftah

Abstrak
Within today rsquo s transformative learning (TL) critical reflection on teaching practicum becomes essential to empower PSTs to critically reflect on their teaching experience for reevaluation in teaching practice and enhancement of pedagogical competence (PC). However in the case of ELT practicum Indonesian PSTs have little experience in reflective practices from year to year. PSTs have few experiences in reflective practices within TL framework in diverse teaching modes happened to the placement schools. They encounter problems pertaining to how they could handle the class and at the same time they were in an effort to resolve the class issues for effective and efficient teaching and learning. In this respect PSTs require to reflect on their teaching performance more. Their critical reflection is believed to be essential and might be their innovative way of developing PC within the TL framework and it seems to be applicable to develop their PC and foster their TL. As such the present study seeks to portray (1) how critical reflection on ELT practicum contributes to developing PSTs rsquo PC (2) how critical reflection on ELT practicum contributes to fostering PSTs rsquo TL and (3) what elements of PC and TL are significantly developed through critical reflection on ELT practicum. The phenomenological case study design was employed to achieve the present study aims which could provide detailed actual information on PSTs rsquo critical reflection practices for PC development and their TL practices during ELT practicum. More specifically it lies in answering the research questions or objectives. Nine PSTs of the English Teacher Education Program of the Faculty of Teacher Training and Education at a university in Kalimantan Tengah Province Indonesia were purposively selected to be the participants. All the participants carried out ELT practicum program at their placement schools in offline teaching mode. The data were garnered from reflective journals and focus group interviews. They were then called to undergo focus group interviews to confirm or validate the data from PSTs rsquo reflective journals. The data were subsequently analyzed deductively using thematic analysis. Triangulation and member check were applied to establish the trustworthiness of this case study. Results showed that first the issue regarding the merits of critical reflection on ELT practicum for PSTs rsquo PC upgrades the critical reflection contribution to PC development in becoming (1) better preparedness for teaching performance (2) more focus on building motivation for pedagogical methods and management development and (3) preferable training and reevaluation on teaching performance for continuous growth. Second the issue concerning the critical reflection inputs in evolving TL in this context the critical reflection contribution to evolve TL in terms of (1) reevaluating beliefs and past experiences to establish authentic and supportive relationships (2) reflective practice to make teaching innovations and (3) using individual experience to enhance teaching skills they have shaped PSTs rsquo TL. Third the issue about the PC elements significantly upgraded attributed by critical reflection on ELT practicum falls within (1) capability of classroom management (2) knowledge of pedagogical approach and (3) capability of student management. Meanwhile the TL elements significantly upgraded include (1) discussion or dialogue (2) authentic and supportive relationships (3) critical reflection and (4) individual experience. The research findings imply first as a potential tool of evaluation during teaching practicum critical reflection on ELT practicum can be enacted during teaching practicum programs for reflective practice to develop PSTs rsquo PC and foster their TL. Second PSTs are prompted to engage in critical thinking to reevaluate their teaching practices to raise the quality of teaching practices by seeing the elements of criticality of their critical reflection. Third the type of on-action reflection can be implemented during critical reflection practices for PSTs since they can manage the time and conditions for doing reflections while conducting their teaching practice so that the aspects of criticality can be optimized. Last it implies redesigning the curriculum of ELT practicum programs of the English Teacher Education Programs in the ESL/EFL contexts. The apt redesigned curriculum will allow PSTs to create innovative ways for critical reflection practices to evoke them with reflective practices during their teaching practicum in a particular teaching practicum mode.

Informasi Detail

DDC

Rd 420.76 MIF p

Prodi

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

Deskripsi Fisik

xix, 145 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00160/RD/24

Edisi

Disertasi (Pascasarjana)-- Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - KOMPETENSI GURU
3. BAHASA INGGRIS - MODEL PEMBELAJARAN
4. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.; 2. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas