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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Foreign Language Teaching and Learning Indonesian Journal of Learning and Instruction English Language Teaching Educational Journal Prosiding Seminar Nasional Program Pengabdian Masyarakat International journal of education and learning Teaching English as a Foreign Language Journal
Eko Purwanti
Universitas Muhammadiyah Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Journal : English Language Teaching Educational Journal

 1 
Understanding EFL Teachers’ Beliefs about Lesson Study and Their Knowledge Development Viewed from Social Cultural Theory of Vygotsky Eko Purwanti; Endro Dwi Hatmanto
English Language Teaching Educational Journal Vol. 2 No. 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i2.1241

Abstract

Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers’ opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process. 
Examining teachers' motivation in conducting teacher professional development: A self-determination theory perspective Eko Purwanti; Salma Octavia
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.8141

Abstract

Teacher Professional Development (TPD) can be referred as any activities that can improve the quality of teacher professionalism. This study aims to find out various activities of English Secondary School teachers regarding their teacher professional development and to investigate their motivation in conducting TPD based on Self-Determination Theory (SDT). Underpinned by qualitative approach, this research used descriptive qualitative research design. Three English Secondary School teachers were involved as the participants, and individual interviews were used to collect the data. The findings showed that TPD activities done by the participants were 1) attending workshop and seminar, 2) joining English Subject Teacher Forum, 3) having informal peer discussions, and 4) reading teaching resources. The next findings regarding the teachers’ motivation in conducting TPD proves that the three aspects of SDT emerged from the participants, comprising 1) self-awareness, 2) in line with profession, and 3) the need to be competent. These findings imply that various activities of TPD driven by internal motivation can be conducted by English Secondary School teachers. Therefore, it is recommended that teachers have internal motivation in order to carry out TPD.
Co-Authors Bambang Pratolo Bambang Widi Pratolo Evi Puspitasari Gitta Vania Graciella Indrawati Suhargo Hatmanto, Endro Dwi Noor Qomaria Agustina Rina Febriani Sarie Ririn Anggraini Salma Octavia Sari, Mariska Intan