The Emotional Geography of A Female EFL Pre-service Teacher in Teaching Practicum: Voice from Initial Teacher Education

Misdi Misdi, Desy Rachmawaty, Nurani Hartini, Kardi Nurhadi, Hendriwanto Hendriwanto

Abstract


Despite a surge of research interest in pre-service teachers' experiences in teaching practicum over the past years, scant attention has been paid to exploring pre-service teachers' emotional aspects in teaching practicum. This study seeks to fill this gap by investigating the emotional experiences, in particular the emotional geography of a female pre-service teacher who has just completed her teaching practicum situated in Indonesian teacher education, by adopting a narrative inquiry.  The data were derived from interviews capturing the critical incidents of her emotional geography while interacting with her cooperating teacher, students and teacher educator. The data were qualitatively analyzed with Hargreaves' emotional geography framework, including physical, moral, socio-cultural, professional and political geography. Drawing on the findings, the participant expressed a wide range of positive and negative emotions such as dealing with a scary-imaged person, being more attentive employing bilingualism during then instruction, getting customized with varieties of instructional media,  and being good feeling. This study implied that the policymakers, teacher educator, and cooperating teacher should pay pre-service teacher teaching skills and the emotional aspect to get emotional understanding for continuing learning to teach in teacher education landscape

Keywords


Emotional geography; EFL Pre-service teacher; Narrative; Teaching practicum

Full Text:

PDF

References


Arvaja, M., & Sarja, A. (2020). Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations. Scandinavian Journal of Educational Research, 65(2), 318–330. https://doi.org/10.1080/00313831.2019.1705895

Bruner, J. S. (2003). Making stories: Law, literature, life. Harvard University Press.

Bullock, S. M. (2013). Learning to Teach and the False Apprenticeship: Emotion and Identity Development During the Field Experience Placement. Advances in Research on Teaching, pp. 119–140. Emerald Group Publishing Limited. https://doi.org/10.1108/s1479-3687(2013)0000018011

Connelly, F. M., & Clandinin, D. J. (1999). Narrative Inquiry. Issues in Educational Research, pp. 132–140. Elsevier. https://doi.org/10.1016/b978-008043349-3/50013-x

Darling-Hammond, L. (2009). Teacher Education and the American Future. Journal of Teacher Education, 61(1–2), 35–47. https://doi.org/10.1177/0022487109348024

Dotger, B. H., Harris, S., Maher, M., & Hansel, A. (2011). Exploring The Emotional Geographies of Parent–Teacher Candidate Interactions: An Emerging Signature Pedagogy. The Teacher Educator, 46(3), 208–230.

https://doi.org/10.1080/08878730.2011.581882

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill New York.

Haraldstad, Å., & Kristiansen, A. (2019). Building bridges – between the pre-service teachers’ school experiences and the teaching of an educational content. A narrative approach. Journal of Curriculum Studies, 52(5), 608–619. https://doi.org/10.1080/00220272.2019.1658229

Hargreaves, A. (2001). Emotional Geographies of Teaching. Teachers College Record, 103(6), 1056–1080. https://doi.org/10.1111/0161-4681.00142

Hargreaves, A., & Shirley, D. L. (2012). The global fourth way: The quest for educational excellence. Corwin Press.

Haviland-Jones, J. M., & Kahlbaugh, P. (2004). Emotion and identity. In L. F. Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.), Handbook of emotions. NY: The Guilford Press.

Heigham, J., & Croker, R. A. (Eds.). (2009). Qualitative Research in Applied Linguistics. London: Palgrave Macmillan UK. https://doi.org/10.1057/9780230239517

Kaldi, S., & Xafakos, E. (2017). Student teachers’ school teaching practice: The relation amongst perceived self-competence, motivation and sources of support. Teaching and Teacher Education, 67, 246–258. https://doi.org/10.1016/j.tate.2017.05.019

Kvale, S. (1996). InterViews: An Introduction to Qualitative Research Interviewing. Sage: Thousand Oaks. https://doi.org/10.1016/S1098-2140(99)80208-2

Liu, Y. (2016). The emotional geographies of language teaching. Teacher Development, 20(4), 482–497. https://doi.org/10.1080/13664530.2016.1161660

Rejeki, S., Kristina, D., & Drajati, N. A. (2018). Emotional Geographies of an EFL Teacher in Asmat, Papua; Male Perspective. International Journal of Language Teaching and Education, 2(2), 113–121. https://doi.org/10.22437/ijolte.v2i2.5204

Riesky, R. (2013). How English Student Teachers Deal with Teaching Difficulties in Their Teaching Practicum. Indonesian Journal of Applied Linguistics, 2(2), 250. https://doi.org/10.17509/ijal.v2i2.169

Strohminger, N., Lewis, R. L., & Meyer, D. E. (2011). Divergent effects of different positive emotions on moral judgment. Cognition, 119(2), 295–300. https://doi.org/10.1016/j.cognition.2010.12.012

Sulistiyo, U., Mukminin, A., Abdurrahman, K., & Haryanto, E. (2017). Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations. The Qualitative Report, 22(3), 712–731.

https://doi.org/10.46743/2160-3715/2017.2671

Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. https://doi.org/10.1080/13540600309378

Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935–948. https://doi.org/10.1016/j.tate.2005.06.005

Zembylas, M., & Schutz, P. A. (2009). Research on Teachers’ Emotions in Education: Findings, Practical Implications and Future Agenda. In P. A. Schutz & M. Zembylas (Eds.), Advances in Teacher Emotion Research (pp. 367–377). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4419-0564-2_18

Zhu, G. (2017). Chinese student teachers’ perspectives on becoming a teacher in the practicum: emotional and ethical dimensions of identity shaping. Journal of Education for Teaching, 43(4), 491495.

https://doi.org/10.1080/02607476.2017.1341162




DOI: http://dx.doi.org/10.31332/lkw.v7i1.2321

Copyright (c) 2021 Misdi Misdi, Desy Rachmawaty, Nurani Hartini, Kardi Nurhadi, Hendriwanto Hendriwanto

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Langkawi: Journal of The Association for Arabic and English indexed by:


      PKP-Index   crossref sinta dimensions Sertifikat-Akreditasi-Jurnal-Langkawi-2020-1


Web
Analytics

Langkawi Journal Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.