• Practitioner of Cooperative Le...

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

Title:
Practitioner of Cooperative Learning as Part of Novice Teachers' Professional Identity
Language:
English
Authors:
Astuti, Puji
Source:
TEFLIN Journal: A publication on the teaching and learning of English. Jul 2016 27(2):132-152.
Availability:
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
Peer Reviewed:
Y
Page Count:
21
Publication Date:
2016
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Evaluative
Descriptors:
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
Geographic Terms:
Indonesia
ISSN:
0215-773X
Number of References:
41
Entry Date:
2017
Access URL:
https://journal.teflin.org/index.php/journal/article/download/328/274
Accession Number:
EJ1129201
Database:
ERIC

Weitere Informationen

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.

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