Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia

IF 3.6 2区 文学 Q1 LINGUISTICS Relc Journal Pub Date : 2023-02-08 DOI:10.1177/00336882231152944
J. Ramdani, S. Baker, X. Gao
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引用次数: 2

Abstract

The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic.
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探索性实践:印尼英语教师的专业发展策略
COVID-19大流行迫使大学语言教师依靠技术进行教学。虽然匆忙转向在线教学的挑战已经得到了充分的记录,但教师如何通过专业发展适应在线教学却鲜为人知。本文以四位印尼高等教育英语教师为研究对象,参与了一项将技术强化教学实践融入教学的探索性实践研究。在本文中,我们探讨了他们与学生一起探索的教学难题,教师面临的挑战以及2021年将技术融入语言教学的探索性实践所取得的成果。根据通过半结构化访谈和焦点小组讨论收集的数据,我们发现探索性实践原则的应用使参与的教师能够解决与在线教学和专业发展相关的各种教学难题。我们还发现,他们克服了各种各样的挑战,并利用潜在的可利用的教学活动来更好地了解学生和他们的学习需求,这鼓励他们认识到学生是教学中的合作伙伴。有必要进一步投入资源和提供支持,以确保语文教师在疫情期间和之后充分受益于专业发展方面的探索性实践。
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来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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