Résumés
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
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Parties annexes
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.
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