探索职业高中 EFL 教师在基于问题的学习中的角色:印度尼西亚的解放型课程背景

Raniah mardiant, Ika Lestari Damayanti
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引用次数: 0

摘要

向以 PBL 为导向的教学方法转变需要重新评估教师的角色和身份。在职业高中英语课堂上,学生的背景、志向和职业道路可能各不相同,在这种情况下,探索英语教师如何调整自己作为促进者、指导者和内容专家的角色,可以提供重要的启示。此外,在解放的课程背景下,了解影响教师接受这些角色的意愿和能力的因素,在很大程度上仍有待探索。因此,本研究旨在发现教师在解放型课程中实施基于问题的学习时所扮演的角色。本定性案例研究采用访谈的方式,以一名英语酬金教师为主要工具,访谈内容涉及教师对问题式学习中教师角色的理解和实践。通过主题分析,研究发现,总体而言,教师的角色与之前的相关研究、理论和解放型课程的目标是一致的,其中教师的角色是:促进者、评价者和引导者。 研究结果为教育政策制定者、学校管理者、教师教育者和英语教师在职业教育环境中提高学生的参与度、积极性和技能发展提供了实践意义,特别是研究结果让教师学习和理解教师在课堂上的角色,以支持学生实现基于问题的学习目标。
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Exploring Vocational High School EFL Teacher’s Role in the Problem-based Learning: Emancipated Curriculum Context in Indonesia
The shift to a PBL-oriented approach necessitates a reevaluation of the roles and identities of teachers. In the context of vocational high school English classrooms, where there may be diverse student backgrounds, aspirations, and career paths, exploring how English teachers adapt their roles as facilitators, mentors, and content experts can provide crucial insights. Additionally, understanding the factors that influence teachers' willingness and ability to embrace these roles within the context of an emancipated curriculum remains largely unexplored. Thus, this research aims to discover teachers’ role in implementing problem-based learning in the Emancipated Curriculum. This qualitative case study employed an interview to one English honorarium teacher as the main instrument, which covered the questions regarding teacher’s understanding and practice of the teacher’s role in problem-based learning. Through thematic analysis, the study revealed that, in general, the teacher’s role is in line with the previous related study, theory, and the goals of the Emancipated Curriculum in which the role of the teacher is: as the facilitator, evaluator, and guide.  The findings provide practical implications for educational policymakers, school administrators, teacher educators, and English teachers seeking to enhance student engagement, motivation, and skill development in vocational education settings, specifically the findings allow teachers to learn and understand the teacher’s role in the classroom to support students in achieving problem-based learning objectives.
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