Learning to Teach: A Narrative Study of Pre-service EFL Teachers’ Experiences in the Teaching Practicum Program amidst Covid-19 Outbreak
Abstract
This study explores pre-service EFL teachers’ experiences in learning to teach English at the teaching practicum program during the COVID-19 Pandemic. The study adopts a qualitative narrative inquiry to capture the pre-service EFL teachers’ events or stories experienced in their learning to teach at schools. Drawing on semi-structured interview data, we found that the majority of the pre-service EFL teachers forced themselves to understand digital literacy and be able to adopt various learning platforms such as Google Classroom, Youtube, Zoom meeting, and Whatsapp in the online teaching at the practicum program during COVID-19 Pandemic. They supposed that those ways were effective enough to deliver learning materials, interact with their students and achieve learning goals. However, during online teaching at the COVID-19 Pandemic, the teaching practicum program did not run well because during the process of online teaching the pre-service EFL experienced various challenges: poor internet connection, lack their participation, and negative attitude. Therefore, the strategies they employed to overcome the teaching challenges were creating a comfortable learning atmosphere by using certain learning platforms, communicating actively with the students’ parents to encourage their online participation, and growing their self-confidence and motivation.
Downloads
Download data is not yet available.
References
Atmojo, A. E.P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 Pandemic. Journal of Loss and trauma, 25(8), 635-642. https://doi.org/10.1080/15325024.2020.1769300
Becker, E. S., Waldis, M., & Staub, F. C. (2019). Advancing student teachers' learning in the teaching practicum through Content-Focused Coaching: A field experiment. Teaching and Teacher Education, 83, 12–26. https://doi.org/10.1016/J.TATE.2019.03.007
Blankenberger, B., & Williams, A. M. (2020). COVID and the impact on higher education: The essential role of integrity and accountability. Administrative Theory & Praxis, 42(3), 404-423.
Braun, V., & Clarke, V. (2011). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers' experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163–178. https://doi.org/10.1080/02619768.2011.643395
Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating Teacher Participation in Teacher Education: A Review of the Literature. In Review of Educational Research, 84(2). https://doi.org/10.3102/0034654313499618
Davies, M., & Heyward, P. (2019). Between a hard place and a hard place: A study of ethical dilemmas experienced by student teachers while on practicum. British Educational Research Journal, 45(2), 372–387. https://doi.org/10.1002/berj.3505
Grant-Smith, D., & Gillett-Swan, J. (2017). Managing the personal impact of practicum: Examining the experiences of graduate diploma in education students. In Teacher education policy and practice (pp. 97-112). Springer, Singapore.
Harrell, M. C., & Bradley, M. A. (2011). Data collection methods. Semi-structured interviews and focus groups. Rand National Defense Research Inst Santa Monica ca.
Harrison, R. A., Robinson, C., & Rawlings, B. (2018). The experience of international postgraduate students on a distance-learning program. Distance Education, 39(4), 480–494. https://doi.org/10.1080/01587919.2018.1520038
Harvey, L. (2015). Beyond member-checking: a dialogic approach to the research interview. International Journal of Research and Method in Education, 38(1), 23–38. https://doi.org/10.1080/1743727X.2014.914487
Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Student teachers' strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 43(5), 534–549. https://doi.org/10.1080/02607476.2017.1355080
Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6
Mauri, T., Onrubia, J., Colomina, R., & Clarà, M. (2019). Sharing initial teacher education between school and university: participants' perceptions of their roles and learning. Teachers and Teaching, 25(4), 469-485.
Mukminin, A., Kamil, D., Muazza, M., & Haryanto, E. (2017). Why teacher education? Documenting undocumented female student teachers' motives in Indonesia: A case study. Qualitative Report, 22(1), 309–326. https://doi.org/10.46743/2160-3715/2017.2640
Mukminin, A., Rohayati, T., Putra, H. A., Habibi, A., & Aina, M. (2017). The long walk to quality teacher education in Indonesia: EFL student teachers' motives to become a teacher and policy implications. Elementary Education Online, 16(1), 35–59. https://doi.org/10.17051/io.2017.16366
Portman, D., & Abu Rass, R. (2019). Student teaching practicum: are we doing it the right way?. Journal of Education for Teaching, 45(5), 553-566.
Raaper, R., & Brown, C. (2020). The Covid-19 pandemic and the dissolution of the university campus: Implications for student support practice—Journal of Professional Capital and Community.
Saariaho, E., Pyhältö, K., Toom, A., Pietarinen, J., & Soini, T. (2016). Student teachers' self-and co-regulation of learning during teacher education. Learning: Research and Practice, 2(1), 44–63. https://doi.org/10.1080/23735082.2015.1081395
Sulistiyo, U., Mukminin, A., Abdurrahman, K., & Haryanto, E. (2017). Learning to teach: A case study of student teachers' practicum and policy recommendations. Qualitative Report, 22(3), 712–731. https://doi.org/10.46743/2160-3715/2017.2671
Stone, C. (2019). Online learning in Australian higher education: Opportunities, challenges, and transformations. Student Success, 10(2), 1.
Wang, F., & Clarke, A. (2014). The practicum experiences of English Language Major student teachers during a period of profound curriculum reform in China. International Journal of Educational Development, 36, 108–116. https://doi.org/10.1016/j.ijedudev.2013.10.001
Widodo, H. P. (2014). M Ethodological C Considerations in I Interview. International Journal of Innovation in the English Language, 3(1), 101–107.
Zhu, G., Mena, J., & Johnson, C. (2020). Chinese student teachers' teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory. International Journal of Educational Research, 103(January), 101638. https://doi.org/10.1016/j.ijer.2020.101638
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 Pandemic. Journal of Loss and trauma, 25(8), 635-642. https://doi.org/10.1080/15325024.2020.1769300
Becker, E. S., Waldis, M., & Staub, F. C. (2019). Advancing student teachers' learning in the teaching practicum through Content-Focused Coaching: A field experiment. Teaching and Teacher Education, 83, 12–26. https://doi.org/10.1016/J.TATE.2019.03.007
Blankenberger, B., & Williams, A. M. (2020). COVID and the impact on higher education: The essential role of integrity and accountability. Administrative Theory & Praxis, 42(3), 404-423.
Braun, V., & Clarke, V. (2011). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers' experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163–178. https://doi.org/10.1080/02619768.2011.643395
Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating Teacher Participation in Teacher Education: A Review of the Literature. In Review of Educational Research, 84(2). https://doi.org/10.3102/0034654313499618
Davies, M., & Heyward, P. (2019). Between a hard place and a hard place: A study of ethical dilemmas experienced by student teachers while on practicum. British Educational Research Journal, 45(2), 372–387. https://doi.org/10.1002/berj.3505
Grant-Smith, D., & Gillett-Swan, J. (2017). Managing the personal impact of practicum: Examining the experiences of graduate diploma in education students. In Teacher education policy and practice (pp. 97-112). Springer, Singapore.
Harrell, M. C., & Bradley, M. A. (2011). Data collection methods. Semi-structured interviews and focus groups. Rand National Defense Research Inst Santa Monica ca.
Harrison, R. A., Robinson, C., & Rawlings, B. (2018). The experience of international postgraduate students on a distance-learning program. Distance Education, 39(4), 480–494. https://doi.org/10.1080/01587919.2018.1520038
Harvey, L. (2015). Beyond member-checking: a dialogic approach to the research interview. International Journal of Research and Method in Education, 38(1), 23–38. https://doi.org/10.1080/1743727X.2014.914487
Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Student teachers' strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 43(5), 534–549. https://doi.org/10.1080/02607476.2017.1355080
Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6
Mauri, T., Onrubia, J., Colomina, R., & Clarà, M. (2019). Sharing initial teacher education between school and university: participants' perceptions of their roles and learning. Teachers and Teaching, 25(4), 469-485.
Mukminin, A., Kamil, D., Muazza, M., & Haryanto, E. (2017). Why teacher education? Documenting undocumented female student teachers' motives in Indonesia: A case study. Qualitative Report, 22(1), 309–326. https://doi.org/10.46743/2160-3715/2017.2640
Mukminin, A., Rohayati, T., Putra, H. A., Habibi, A., & Aina, M. (2017). The long walk to quality teacher education in Indonesia: EFL student teachers' motives to become a teacher and policy implications. Elementary Education Online, 16(1), 35–59. https://doi.org/10.17051/io.2017.16366
Portman, D., & Abu Rass, R. (2019). Student teaching practicum: are we doing it the right way?. Journal of Education for Teaching, 45(5), 553-566.
Raaper, R., & Brown, C. (2020). The Covid-19 pandemic and the dissolution of the university campus: Implications for student support practice—Journal of Professional Capital and Community.
Saariaho, E., Pyhältö, K., Toom, A., Pietarinen, J., & Soini, T. (2016). Student teachers' self-and co-regulation of learning during teacher education. Learning: Research and Practice, 2(1), 44–63. https://doi.org/10.1080/23735082.2015.1081395
Sulistiyo, U., Mukminin, A., Abdurrahman, K., & Haryanto, E. (2017). Learning to teach: A case study of student teachers' practicum and policy recommendations. Qualitative Report, 22(3), 712–731. https://doi.org/10.46743/2160-3715/2017.2671
Stone, C. (2019). Online learning in Australian higher education: Opportunities, challenges, and transformations. Student Success, 10(2), 1.
Wang, F., & Clarke, A. (2014). The practicum experiences of English Language Major student teachers during a period of profound curriculum reform in China. International Journal of Educational Development, 36, 108–116. https://doi.org/10.1016/j.ijedudev.2013.10.001
Widodo, H. P. (2014). M Ethodological C Considerations in I Interview. International Journal of Innovation in the English Language, 3(1), 101–107.
Zhu, G., Mena, J., & Johnson, C. (2020). Chinese student teachers' teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory. International Journal of Educational Research, 103(January), 101638. https://doi.org/10.1016/j.ijer.2020.101638
Published
2021-12-31
How to Cite
HARDIYANTY, Yuli Yana; SUPIANI, Supiani; PERDANA, Iwan.
Learning to Teach: A Narrative Study of Pre-service EFL Teachers’ Experiences in the Teaching Practicum Program amidst Covid-19 Outbreak.
Pioneer: Journal of Language and Literature, [S.l.], v. 13, n. 2, p. 197-212, dec. 2021.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/1232>. Date accessed: 27 nov. 2024.
doi: https://doi.org/10.36841/pioneer.v13i2.1232.
Issue
Section
Articles
An author who publishes in Pioneer: Journal of Language and Literature agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
