Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher

Aisyah Aisyah, Bayu Hendro Wicaksono


Abstract


Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in ESP course at Indonesian Universities context. Thus, this present study is designed at finding 1) the pre-service teachers' beliefs in being professional language teachers in teaching ESP, and 2) the professional activities undertaken by the pre-service teachers to develop their professionalism in teaching ESP. Through the explanatory research, a chosen ESP pre-service teachers participated in this study. The data from it were generated from survey, observation and interview to have a saturated information. These methods were on purpose to validate the data. The finding showed that being professional language teachers has fallen on eight indicators which are different from some other related research. The finding also gave information on four types of famous activities undertaken by the pre-service teacher.


Keywords


Teachers' belief, Pre-service Teachers, Professional Development, The Teaching of ESP

Full Text:

PDF

References


Ahmed, M. K. (2014). Issues in ESP (English for Specific Purposes). International Journal for Teachers of English, 4(1), 35-59.

Al-Zahrani, M. Y. (2014). The Involvement of the General English Teachers into ESP Practice: Possibilities and Problems in ELI. International Journal of Science Commerce and Humanities, 2(4), 55-73.

Alfaki, I. M. (2014). Professional Development in English Language Teaching: A Teachers' View. European Centre for Research Training and Development, 2(7), 32-49.

Aliakbari, M., & Nejad, A.M. (2013). On the Effectiveness of Team Teaching in Promoting Learners’ Grammatical Proficiency. 36(3),5-22.

Bada, E., & Okan, Z. (2000). Students' Language Learning Preferences. TESL-EJ, 4(3), 1-18.

Ballard, C.G., & Hyalt, L. (2012). Reflection in-action Teaching Strategies Used by Faculty to Enhance Teaching and Learning. Journal for Teacher Researcher. 14(2), 1-11.

Basturkmen, H. (2010). Developing Courses in English for Specific Purposes: Palgrave Macmillan UK.

Belcher, D. D. (2004). Trends in Teaching English For Specific Purposes. Annual Review of Applied Linguistics, 24, 165-186.

Borg, M. (2001). Key Concepts in ELT; Teachers Belief. ELT journal, 55(2), 186-188.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.

Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy 3rd edition. Pearson, USA.

Cao, J. (2014). A Survey on ESP Teaching in Changchun University of Science and Technology. Theory and Practice in Language Studies, 4(12), 2507-2512.

Craft, A. (2000). Continuing Professional Development: A Practical Guide for Teachers and Schools.

Creasy, K.L. (2015). Defining Professionalism in Teacher Education Programs. Journal of Education & Social Policy. 2 (2), 23-25.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research: Pearson College Division

Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning.

Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in Education.

Gatehouse, K. (2001). Key Issues in English for Specific Purposes (ESP) Curriculum Development. The Internet TESL Journal, 7(10).

Ghanbari, B., & Rasekh, A. E. (2012). ESP Practitioner Professionalization through Apprenticeship of Practice: The Case of Two Iranian ESP Practitioners. English Language Teaching, 5(2), 112-122.

Goodwyn, A.S.L., Souto, M., Cheruve, R., Tan, M., Reed, R., & Taveras, L. (2014). What should Teacher Educators Know and be able to do? Perspective from Practicing Teacher Educators. Journal of Teacher EducationI. 65, 284-302.

Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle Publishers.

Guskey, T., R. (2002). Professional Development and Teacher Change. Teachers and Teaching: theory and practice, 8(3/4), 381-390.

Harmer, J. (2007). The Practice of English Language Teaching. Fourth Edition. Harlow, Essex: Pearson Education.

Hatch, J. A. (2012). Doing Qualitative Research in Education Setting. United States of America, State University of New York Press.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. In (pp. 5-14). Cambridge: Cambridge University Press.

Johnson, K. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Literacy Research, 24(83).

Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heihle & Heinle Publishers.

Kalaja, P., Barcelos, A. M. F., Aro, M., & Lythy, M. R. (2015). Beliefs, Agency and Identity in Foreign Language Learning and Teaching.

Kazemi, A., & Ashrafi. (2014). Inservice Training Programs for Iranian EFL Teacher Revisited. International Jurnal of Asian Social Science. 4(10), 1062-1076.

Kumar, R. (2011). Research Methodology: a step-by-step guide for begginers.

Kuzairi. (2014). Professional Development by Senior High School English Teachers in Pamekasan. Unpublished Thesis, State University of Malang, Malang.

Latief, M. A. (2015). Research Methods on Language Learning: An Introduction. Malang: Universitas Negeri Malang.

Liando, N. (2010). Students' VS Teachers' Perspectives on Best Teacher Characteristics in EFL Classroom. TEFLIN Journal, 21(2), 118-136.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis.

Pajares, M. F. (1992). Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307-332.

Park, G. P., & Lee, H. W. (2006). The Characteristics of Effective English Teachers as Perceived by High School Teachers and Students in Korea. Asia Pacific Education Review, 7(2), 236-248.

Peraturan Menteri Pendidikan dan Kebudayaan No. 87 Tahun 2013 tentang Program Pendidikan Profesi Guru Prajabatan (PPG) retrieved November 26th, 2016 from http://kelembagaan.ristekdikti.go.id.

Peraturan Menteri Pendidikan Nasional No. 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru retrieved February 11th, 2017 from http://vervalsp.data.kemdikbud.go.id.

Priajana, N. (2015). Professional Development of Exemplary EFL Teachers. Unpublished Dissertation, State University of Malang, Malang.

Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning: Cambridge University Press.

Thompson, S., Greer, J.G., & Greer, B.B. (2004). High Qualified for Successful Teaching: Characteristics Every Teacher Should Possess. University of Memphis.

Undang-undang No. 14 Tahun 2005 tentang Guru dan Dosen retrieved June 18th, 2017 from http://sumberdaya.ristekdikti.go.id.




DOI: https://doi.org/10.22219/celtic.v5i2.7614 | Abstract views : 321 | PDF views : 321 |

Copyright (c) 2018 Aisyah Aisyah, Bayu Hendro Wicaksono

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Celtic's Stats

 

 

 Lisensi Creative Commons

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.