INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

Yogi Saputra Mahmud

Abstract


Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management).  Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

Full Text:

PDF

References


Afrianto, A. (2015). Constructing professional identity through teaching practicum: An Indonesian case study of pre-service English teachers [Monash University]. https://monash.figshare.com/

Akbari, Z. (2015). Current Challenges in Teaching/Learning English for EFL Learners: The Case of Junior High School and High School. Procedia - Social and Behavioral Sciences, 199, 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524

Akcan, S. (2016). Novice non-native English teachers’ reflections on their education programmes and their first year of teaching. Profile, 18(1), 55–70. https://doi.org/10.15446/profile.v18n1.48608

Amin, M. Y. M., & Rahimi, A. (2018). Challenges faced by novice EFL teachers. International Journal of Humanities and Cultural Studies, 5(1), 149–166. http://www.ijhcs.com/index.php/ijhcs/index

Belatrech, H. S.-K. (2018). Novice EFL Teachers’ Challenges in Mostaganem Rural Areas. Social Sciences, 7(3), 125–132. https://doi.org/10.11648/j.ss.20180703.13

Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. Routledge.

Farrel, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435–449. https://doi.org/10.1002/tesq.36

Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). McGraw-Hill.

Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education, 40(1), 46–61. https://doi.org/10.1080/02619768.2016.1251900

Grenlee, B. J., & Dedeugd, I. S. (2002). From hope to despair: The need for beginning teacher advocacy. Teacher Development, 6(1), 63–74. https://doi.org/10.1080/13664530200200157

Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press.

Jalili, S., & Amiri, B. M. (2015). The difference between extrovert and introvert EFL teachers’ classroom management. Theory and Practice in Language Studies, 5(4), 826–836. http://dx.doi.org/10.17507/tpls.0504.19

Johnson, B., & Christensen, L. B. (2014). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.

Kemenristekdikti. (2018). Pedoman penyelenggaraan program pendidikan profesi guru.

Noughabi, M. A. (2017). Current pedagogical challenges in Iranian EFL teachers’ views: A qualitative study. Journal of Education and Practice, 8(9), 217–228.

Razmjoo, S. A., & Mavaddat, R. (2016). Understanding professional challenges faced by Iranian teachers of English. International Journal of English Linguistics, 6(3), 208–220. https://doi.org/10.5539/ijel.v6n3p208

Salik, P., & Kecik, I. (2018). Challenges of first years of teaching in Turkey: Voices of novice EFL teachers. English Language Teaching, 11(4), 117–131. https://doi.org/10.5539/elt.v11n4p117

Sutari, V. R. (2017). National examination in Indonesia and its backwash effects: Teachers’ perspectives. The Ninth International Conference on Applied Linguistics (CONAPLIN 9), 331–333.

Veenman, S. (1984). Perceived Problems of Beginning Teachers. In Review of Educational Research (Vol. 54, Issue 2). https://doi.org/10.3102/00346543054002143

Widiati, U., Suryati, N., & Hayati, N. (2018). Unraveling the challenges of Indonesian novice teachers of English. Indonesian Journal of Applied Linguistics, 7(3), 621–629. https://doi.org/10.17509/ijal.v7i3.9824




DOI: http://dx.doi.org/10.22460/project.v3i3.p367-378

Refbacks

  • There are currently no refbacks.


p-ISSN: 2614-6320

e-ISSN: 2614-6258

 Project by https://journal.ikipsiliwangi.ac.id/index.php/project/ is licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License.


View My Stats