叙事探究:同伴反馈对印尼职前教师身份建构的影响

Marselus Suarta Kasmiran
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引用次数: 1

摘要

教师身份影响着教师的教学方法和教师的发展,因此教师身份已成为教学和教师专业认同发展中的一个问题。许多研究从在职教师的角度来探讨教师的身份认同。然而,在印尼背景下,教师职前身份建构的研究却很少受到关注。为了填补这一空白,本研究调查了印度尼西亚职前教师如何通过微教学课堂上同伴的反馈来构建和重建他们的身份。本研究由三名圣爱达摩大学的职前教师参与。数据是通过实地观察和访谈获得的。本研究运用Yuan和Lee(2015)的理论,考察了教师身份建构的认知、社会和情感过程。研究结果表明,职前语言教师在教学实习中通过同伴的反馈发展和修改自己的身份。研究结果还显示,反馈对职前教师身份建构有正向和负向影响。虽然一些职前教师没有改变他们的信念,但他们仍然利用反馈来为下一次教学做准备。本研究支持了教师认同对职前教师教学方法的影响理论。本文对政策制定者、语言教师教育和职前教师教育提出了一些启示。预计将进行更长期的进一步研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS
Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.
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