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PRACTITIONER OF COOPERATIVE LEARNING AS PART OF NOVICE TEACHERS’ PROFESSIONAL IDENTITY

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.
Keywords: EFL, cooperative learning, practitioner of cooperative learning,
novice teachers, professional identity

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Informasi Detail
Judul Seri
-
No. Panggil
420 PRA p
Penerbit
Universitas Negeri Semarang : TEFLIN Journal,.,
Deskripsi Fisik
21 HLM.; 20CM.
Bahasa
English
ISBN/ISSN
132-152
Klasifikasi
420
Tipe Isi
-
Tipe Media
-
Tipe Pembawa
-
Edisi
vol.7 no.2
Subjek
Politik Pemerintahan
Info Detail Spesifik
-
Pernyataan Tanggungjawab
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Tidak tersedia versi lain

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