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All Journal LingTera Journal of English and Education English Language Teaching Educational Journal JOLLT Journal of Languages and Language Teaching Kode : Jurnal Bahasa Teaching English as a Foreign Language Journal Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia ADJES (Ahmad Dahlan Journal of English Studies)
Soviyah, Soviyah
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : English Language Teaching Educational Journal

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Engaging future educators: Perceptions of project-based learning among pre-service EYL teachers Soviyah, Soviyah
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.9702

Abstract

In a globalized era with very rapid changes in life nowadays, project-based learning is considered as one of the most suitable learning models. Project-based learning provides learning that develops students' skills in communication, collaboration, critical thinking, and creativity. Therefore, EYL teacher education programs should provide opportunities for pre-service EYL teachers to improve their knowledge and skills in project-based learning. The purpose of this study was to determine pre-service EYL teachers' perceptions of project-based learning and its implementation. Conducted in 2022/2023, a total of 55 pre-service EYL teachers from TEYL PD   course who were purposively selected participated in this study. Data were collected using a 25-item perception of project-based learning scale. Descriptive quantitative analysis was used to analyze the data. The results showed that out of 55 student respondents, 18 respondents (33%) had a very positive perception, 33 respondent (60%) had a positive perception, 4 respondents (7%) had a neutral perception, and no respondents had a negative perception.
Revolution or Ruin? Systematic Insights into the Redefinition of the Teacher Book Widi Pratolo, Bambang; Anwari, Hamdan; Purwanti, Eko; Fatimah, Nur; Soviyah, Soviyah; Nuryana, Zalik
English Language Teaching Educational Journal Vol. 8 No. 3 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i3.15138

Abstract

This study investigates the redefinition of the teacher book across nearly two decades (2006-2025) with the objective of tracing its conceptual evolution, theoretical contestations, and disciplinary reinterpretations. The research employed a systematic literature review following the PRISMA 2020 protocol, focusing on Scopus-indexed publications. An initial 74 records were identified, and after applying inclusion criteria (English-language, open access, research articles), 28 documents were analysed as the final corpus.The results indicate that the teacher book has undergone three significant shifts: (1) its early construction as a prescriptive instrument ensuring curricular compliance but constraining teacher creativity, (2) its contestation as both a pedagogical guide and a barrier to teacher autonomy within the discourse of innovative and student-centered learning, and (3) its transformative reinterpretation as a digital and cultural artefact, enabling collaborative, reflective, and context-based teaching practices. This trajectory illustrates that the teacher book operates not merely as a technical manual but as a dynamic discursive field where educational ideologies and practices intersect.Research implications highlight the necessity of situating the teacher book within critical pedagogy, constructivism, and digital literacy frameworks, as well as recognizing its dual role in reinforcing and challenging educational orthodoxies. Practical implications underline the need for teachers to adopt adaptive and critical use of teacher books, for curriculum designers to integrate technological and cultural responsiveness into their development, and for policymakers to encourage evidence-based resources that support creativity, critical thinking, and 21st-century competencies.
Co-Authors Agustina, Noor Qomaria Altawil, Abdulmohsin Nasser Arifin, Wanda Canape, Lorralie F. Dzul Rachman, Dzul febriyanti febriyanti Franesti, Dita Hamdan Anwari, Hamdan Lassamano, Hamidah LINDA PUSPITASARI - A11111054, LINDA PUSPITASARI Margana Margana Nur Fatimah Nur Rifai Akhsan, Nur Rifai Nuryana, Zalik Priyandara, Shana Noor Izza Purwati Zisca Diana, Purwati Zisca Rio Arif Pratama Solehah, Annisa SUDARYANTO SUDARYANTO Syarief Fajaruddin Widi Pratolo, Bambang