Abstracts
Abstract
While many previous studies focused on English-as-a-Foreign-Language (EFL) teachers’ teaching practices in urban schools, little study has been indulged regarding pre-service English teachers’ (PSTs) challenges and experiences to practice teaching in a rural school. This study aimed to explore various difficulties encountered by urban PSTs during teaching practicum (TP) in rural schools. A total of seven PSTs enrolled in urban universities were voluntarily involved in a study that involves people’s senses and perceptions, rather than scientific evidence, also known as a phenomenological study. Data were collected through multiple semi-structured interviews, followed by a photovoice approach through which the participants were asked to take emotional photos. The results revealed that the PSTs encountered four main challenges during TP in rural schools, including changes in teacher identity construction, intercultural sensitivity barriers, a lack of supporting resources, and limited teacher professional development. Each challenge was accomplished by photographs representing PSTs’ emotions and feelings, such as a collection of dolls, natural scenery, old-printed books, and blank paper. In conclusion, integrating emotional photos into descriptive exploration is paramount evidence of how the challenges were encountered, managed, and solved for better future teaching and learning practices.
Keywords:
- Urban,
- Preservice Teacher Education,
- Rural Schools
Download the article in PDF to read it.
Download
Appendices
Biographical note
Dr. Heri Mudra is an associate professor and a senior researcher in the English pedagogy department at Institut Agama Islam Negeri Kerinci, Indonesia. He earned a Ph.D. in English Education from Universitas Jambi, Indonesia, with the honour of Summa Cum Laude for his excellent academic achievement. He has authored papers in reputable international journals, such as Qualitative Report, Teaching English with Technology, Journal of Language and Education, Language Learning and Teaching Journal, Journal of Language Teaching and Research, Education 3-13, and Journal of Higher Education Theory and Practice. He also attended several international conferences and educational workshops. His research interests include English pedagogy, teacher psychology, and educational technology. More information can be obtained through herimudra4@gmail.com and https://orcid.org/0000-0002-3712-2701.
Bibliography
- Ai, B., Li, X., & Li, G. (2022). When city meets rural: Exploring pre-service teachers’ identity construction when teaching in rural schools. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079910
- Alrashidi, O. (2022). Sources of foreign language teaching anxiety among Saudi preservice English teachers: A qualitative inquiry. SAGE Open, 12(3). https://doi.org/10.1177/21582440221119486
- Apoko, T. W., Hendriana, B., Umam, K., Handayani, I., & Supandi, S. (2022). The implementation of Merdeka Belajar Kampus Merdeka Policy: Students’ awareness, participation, and its impact. Journal of Education Research and Evaluation, 6(4), 759–772. https://doi.org/10.23887/jere.v6i4.48040
- Atmaca, Ç. (2023). Online teaching practicum procedures during the COVID-19 pandemic in Turkish EFL context. E-Learning and Digital Media, 20(4), 352–369. https://doi.org/10.1177/20427530231156677
- Barry, W., & Beighton, C. (2021). Using photovoice in participatory educational research. Sage Publications Ltd. https://doi.org/10.4135/9781529758337
- Boudouaia, A., Wint War Htun, K., Al-Qadri, A. H., Saroh, Y., & Beddiaf, A. (2022). Intercultural sensitivity of English language teachers in Algeria. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2042034
- Boulden, R., & Henry, S. (2023). A phenomenological investigation of rural school counselors’ experiences providing career development. Professional School Counseling, 27(1). https://doi.org/10.1177/2156759X231213324
- Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
- Bronfenbrenner, U. (1981). Ecology of human development: Experiments by nature and design. Harvard University Press.
- Bronfenbrenner, U. (2005). Ecological systems theory (1992). In U. Bronfenbrenner (Ed.), Making human beings human: Bioecological perspectives on human development (pp. 106–173). Sage Publications Ltd.
- Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Theoretical models of human development (5th ed., pp. 993–1028). Wiley.
- Bui, T. H. (2022). English teachers’ integration of digital technologies in the classroom. International Journal of Educational Research Open, 3. https://doi.org/10.1016/j.ijedro.2022.100204
- Cedering, M., & Wihlborg, E. (2020). Village schools as a hub in the community - A time-geographical analysis of the closing of two rural schools in southern Sweden. Journal of Rural Studies, 80, 606–617. https://doi.org/10.1016/j.jrurstud.2020.09.007
- Çelik, H., & Zehir Topkaya, E. (2023). Preservice English teachers’ preparedness to teach: Stakeholders’ perceptions in teaching practicum. Journal of Teacher Education, 75(1), 92-106. https://doi.org/10.1177/00224871231185369
- Choi, L. J., & Park, M. Y. (2022). Teaching practicum during COVID-19: Pre-service English language teachers’ professional identities and motivation. SAGE Open, 12(3). https://doi.org/10.1177/21582440221119472
- Crawford, M. (2020). Ecological systems theory: Exploring the development of the theoretical framework as conceived by Bronfenbrenner article details. Journal of Public Health Issues and Practices, 4, 170. https://doi.org/10.33790/jphip1100170
- Dado, M., Spence, J. R., & Elliot, J. (2023). The case of contradictions: How prolonged engagement, reflexive journaling, and observations can contradict qualitative methods. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231189372
- Dewi, S. S., & Fajri, M. S. A. (2023). Investigating pre-service EFL teachers’ initial motivations and identity formation: Evidence from an Indonesian university. SAGE Open, 13(4). https://doi.org/10.1177/21582440231209123
- Donkoh, R., Lee, W. O., Ahoto, A. T., Donkor, J., Twerefoo, P. O., Akotey, M. K., & Ntim, S. Y. (2023). Effects of educational management on quality education in rural and urban primary schools in Ghana. Heliyon, 9(11), e21325. https://doi.org/10.1016/j.heliyon.2023.e21325
- El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner bio-ecological system theory explains the development of students’ sense of belonging to school? Sage Open, 12(4). https://doi.org/10.1177/21582440221134089
- Evans-Agnew, R. A., & Strack, R. W. (2022). Photovoice: The little method that could change the world. Health Promotion Practice, 23(2), 201–204. https://doi.org/10.1177/15248399211069151
- Farrell, T. S. C., Baurain, B., & Lewis, M. (2020). ‘We teach who we are’: Contemplation, reflective practice and spirituality in TESOL. RELC Journal, 51(3), 337-346. https://doi.org/10.1177/0033688220915647
- Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106-120. https://doi.org/10.1177/0888406413507002
- Gholami, K., Faraji, S., Meijer, P. C., & Tirri, K. (2021). Construction and deconstruction of student teachers’ professional identity: A narrative study. Teaching and Teacher Education, 97, 103142. https://doi.org/10.1016/j.tate.2020.103142
- Guy-Evans, O. (2024, January 17). Bronfenbrenner’s ecological systems theory. https://www.simplypsychology.org/bronfenbrenner.html
- Haleemunnissa, S., Didel, S., Swami, M. K., Singh, K., & Vyas, V. (2021). Children and COVID19: Understanding impact on the growth trajectory of an evolving generation. Children and Youth Services Review, 120, 105754. https://doi.org/10.1016/j.childyouth.2020.105754
- Hockly, N. (2023). Artificial intelligence in English language teaching: The good, the bad and the ugly. RELC Journal, 54(2), 445–451. https://doi.org/10.1177/00336882231168504
- Hoppey, D. (2016). Developing educators for inclusive classrooms through a rural school-university partnership. Rural Special Education Quarterly, 35(1), 13-22. https://doi.org/10.1177/875687051603500103
- Husserl, E. (1931). Ideas: General introduction to pure phenomenology. [Trans. by W. R. B. Gibson.]. In Ideas: General introduction to pure phenomenology. Macmillan.
- Jones, B. E., Bustamante, R. M., Gray, P., & Brooks, B. R. (2019). Exploring Cultural Responsiveness Among European American Principals in Rural Schools with High-Performing African American Readers. Journal of School Leadership, 29(2), 115-129. https://doi.org/10.1177/1052684619832155
- Kanat Mutluoğlu, A., & Balaman, U. (2023). The use of video enhanced observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching. System, 118, 103151. https://doi.org/10.1016/j.system.2023.103151
- Ledger, S., Masinire, A., Diaz, M. D. A., & Burgess, M. (2021). Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa, and Mexico. Education Policy Analysis Archives, 29, 1–22. https://doi.org/10.14507/epaa.29.6233
- Li, Q., Xie, Z., & Zeng, G. (2023). The influence of teaching practicum on foreign language teaching anxiety among pre-service EFL teachers. SAGE Open, 13(1). https://doi.org/10.1177/21582440221149005
- Lian, Y., Xiaojun, H., & Cuiling, W. (2023). Look for the meaning of rural school work: Qualitative study on identity of comprehensive teachers in rural primary schools in China . In Frontiers in Psychology (Vol. 13). https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1065906
- Lin, Z., & Wu, B. (2021). University-based teaching practice for teacher identity construction: A substitute of school practicum for EFL students in non-teaching-oriented programs. Journal of Education for Teaching, 47(3), 454–456. https://doi.org/10.1080/02607476.2021.1886833
- Miao, J., & Lepeyko, T. (2023). Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales). Culture and Education, 35(2), 450–473. https://doi.org/10.1080/11356405.2023.2177008
- Mohammadi, M., Yousefi, M. H., & Salimi, A. (2023). Effects of intercultural sensitivity and critical thinking trainings on teachers’ professional development. Journal of Intercultural Communication Research, 52(3), 334–356. https://doi.org/10.1080/17475759.2023.2199299
- Moustakas, C. E. (1994). Phenomenological research methods. In Phenomenological research methods. Sage Publications, Inc.
- Nafisah, N., Fikri, M. A., & Zuhriyah, I. A. (2023). Evaluation analysis of the implementation of the Merdeka Belajar - Kampus Merdeka (MBKM) program: A literature review. Edumaspul: Jurnal Pendidikan, 7(2), 2037–2046. https://doi.org/10.33487/edumaspul.v7i2.5845
- Nawab, A., & Sharar, T. (2022). Coordination in planning and implementing professional development programs for teachers: A much-needed component in rural areas. SAGE Open, 12(1). https://doi.org/10.1177/21582440211068489
- Nera, G. R., & Nyikadzino, T. (2023). Factors Hampering the Realization of Equity and Quality Education in Zimbabwe’s Rural Schools: Experiences of Chipinge Central Circuit, Manicaland. Journal of Asian and African Studies, 00219096231207892. https://doi.org/10.1177/00219096231207892
- Noakes, S., & Hook, S. (2021). The blurred line between the professional and the personal: Regulation of teacher behaviour on social media. Australian Journal of Education, 65(1), 6-23. https://doi.org/10.1177/0004944120924889
- Peterson, P. J., & Montfort, L. (2004). Creating culturally dynamic materials for rural culturally and linguistically diverse exceptional students. Rural Special Education Quarterly, 23(4), 25-29. https://doi.org/10.1177/875687050402300405
- Selvaraj, A., Radhin, V., KA, N., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85, 102444. https://doi.org/10.1016/j.ijedudev.2021.102444
- Shelton, L. G. (2019). The Bronfenbrenner primer: A guide to develecology. Routledge.
- Soutter, M. (2023). Transformative social–emotional learning for teachers: Critical and holistic well-being as a marker of success. Journal of Teaching and Learning, 17(1), 7–30. https://doi.org/10.22329/jtl.v17i1.7001
- Sulistiyo, U., Anwar, K., Astini, S., Ubaidillah, M. F., Mudra, H., & Setiono, P. (2023). The emergence of moral, sociocultural and political geographies experienced by an EFL pre-service teacher during international teaching practicum in an Indonesian primary school. Education 3-13, 51(7), 1049–1063. https://doi.org/10.1080/03004279.2022.2042828
- Sundeen, T. H. (2022). Preparing for increasing inclusion in rural schools: A university and rural educational service agency collaboration. Rural Special Education Quarterly, 41(4), 227-241. https://doi.org/10.1177/87568705221132557
- Tudge, J., & Rosa, E.M. (2024). Bronfenbrenner's ecological theory. In The Encyclopedia of Child and Adolescent Development (Eds. Hupp & J. Jewell). https://doi.org/10.1002/9781119171492.wecad251
- Wang, X. (2023). Exploration on the level and influencing factors of rural teachers’ self-identification of social identity from the perspective of space — Based on the machine learning model of SHAP interpretation method. Learning and Motivation, 83, 101895. https://doi.org/10.1016/j.lmot.2023.101895
- Wang, M. T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610- 625. https://doi.org/10.1111/cdev.12153
- Weissbourd, R., Bouffard, S. M., & Jones S. M. (2013). School climate and moral and social development. In T. Dary, & T. Pickeral (Eds.), School climate: Practices for implementation and sustainability. A school climate practice brief. (pp. 1–6). National School Climate Centre.
- Yağan Güder, S. (2019). Rose with thorns: Phenomenological study regarding being a preschool teacher in rural areas in Turkey. Journal of Qualitative Research in Education, 7(3). https://doi.org/10.14689/issn.2148-624.1.7c.3s.2m
- Yarrow, N., Masood, E., Afkar, R., Afkar, R., & Yarrow, N. (2020). Estimates of COVID-19 impacts on learning and earning in Indonesia. Estimates of COVID-19 impacts on learning and earning in Indonesia, August. https://doi.org/10.1596/34378