Practitioner of Cooperative Learning as Part of Novice Teachers' Professional Identity

Autor/in	Astuti, Puji
Titel	Practitioner of Cooperative Learning as Part of Novice Teachers' Professional Identity
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 27 (2016) 2, S.132-152 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Cooperative Learning; English (Second Language); Second Language Learning; Second Language Instruction; Sociocultural Patterns; Communities of Practice; Self Concept; Professional Identity; Communicative Competence (Languages); Beginning Teachers; Foreign Countries; Language Teachers; Teacher Education Programs; Indonesia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Community; Selbstkonzept; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Junior teacher; Junglehrer; Ausland; Language teacher; Sprachunterricht; Indonesien
Abstract	This paper identifies challenges that English as a foreign language (EFL) novice teachers in Indonesia may face in developing a professional identity, which, in this paper, refers to becoming a practitioner of cooperative learning. Cooperative learning is a mandated teaching method both in the 2006 and 2013 Indonesian curriculum, and is under the umbrella of Communicative Language Teaching approach that has been adopted by English instruction in Indonesia since 1980s. This approach stresses interaction between language learners and the use of the target language in this interaction. Drawing on four related theories of development of selves (Wenger's Concepts of Community of Practice, Lave and Wenger's Concepts of Situated Learning: Legitimate Peripheral Participation, Gee's Sociocultural Views of Identity, and Holland, Lachicotte, Skinner, and Cain's Concepts of Identity and Agency in Cultural Worlds), four challenges to the development of the target professional identity are identified: (1) the unavailability of community of cooperative learning practitioners, (2) hegemony vs. identity development, (3) agency in the midst of tensions, and (4) institutional identity vs. professional identity. These interconnected and overlapping challenges suggest novice EFL teachers to possess agency to attain the target identity and suggest teacher education programs to equip their student teachers with knowledge and skills of teacher identity development and agency. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570566; Fax: +62-341-567475; e-mail: journal@teflin.org; Web site: http://journal.teflin.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01