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All Journal Journal of English Language Studies Jurnal Pendidikan Akuntansi dan Keuangan Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran
Hanifia Arlinda
Universitas Pendidikan Indonesia
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

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A NARRATIVE INQUIRY OF ENGLISH FOR YOUNG LEARNERS TEACHERS PROFESSIONAL IDENTITY CONSTRUCTION Hanifia Arlinda; Safrina Noorman; Yanty Wirza
Edusentris Vol 7, No 1 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v7i1.532

Abstract

This study aims at investigating the process of shaping teacher professional identity of English for Young Learners (EYL) teachers in elementary schools in Indonesia. This study also conducted to find out how the teachers reflect on their professional identity into their teaching practice. Employing narrative approach, this study focused on the narration of two participants’ stories, a male and a female novice teacher, on how their professional identity was constructed in the beginning of their career as EYL teachers. Semi-structured online interviews, photovoice and online classroom observation were administered to the participants in order to collect the data. The results suggest that participants’ teacher professional identity (TPI) was shaped by their significant life events, experiences in education, and interactions with students. Furthermore, this study has demonstrated a strong relationship between how teachers develop their professional identity and their belief about teaching EYL. Pedagogical implications of this study are also presented in this article.  Keywords: English for Young Learners (EYL), teacher Identity, Teacher Professional Identity (TPI), narrative inquiry.   
Professional Identity Construction: An Inquiry into the Narratives of Indonesian Teachers of English for Young Learners Hanifia Arlinda; Safrina Noorman; Yanty Wirza
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.24243

Abstract

Teacher professional identity has emerged as a central topic in educational research since the 1990s in light of the increasing understanding of teachers’ roles in different contexts that influence their attitudes, behaviors, and beliefs in teaching (Beijaard, 2019). The identity construction process of English for Young Learners (EYL) teachers in Indonesia needs to be studied more. Employing the narrative inquiry method (Connelly & Clandinin, 1990), this study investigated the process of teacher professional identity construction of four EYL teachers in four different elementary schools in Bandung, Indonesia, and the extent to which the journey affects their beliefs and practice in teaching EYL. I collected the data using semi-structured online interviews, photovoice, and classroom observation. The results suggest that participants' teacher professional identity (TPI) was shaped by experiencing critical events, participating in professional development programs, involving themselves in a community of practice, experiencing teaching practicum, supporting school culture and environment, and teachers' interest in teaching English to young learners itself. This study has also demonstrated how the participants' construction journey impacts the change of their beliefs and practices in teaching EYL. This study sheds light on the significance of the support from EYL stakeholders in affording opportunities for teachers’ learning and professional development.
Implementation of Sustainable Development Goals (SDGs) in Sustainable Regional Development in Muara Enim Regency Hardiana, Raden Dian; Sugiharti, Harpa; Mulyani, Heni; Kurniati, Fitrina; Arlinda, Hanifia; Lhutfi, Iqbal
Jurnal Pendidikan Akuntansi & Keuangan Vol 12, No 2 (2024): JPAK : Jurnal Pendidikan Akuntansi dan Keuangan
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpak.v12i2.72523

Abstract

The purpose of monitoring is to observe the progress of achieving the Sustainable Development Goals (SDGs) over time to measure progress in achieving targets using predetermined indicators and identify and anticipate problems that arise and will arise so that action can be taken as early as possible. The evaluation provided an overview of the achievements of SDGs. It analyses the problems and factors that cause them so that the evaluation results become feedback for improving policy planning, programs, and activities, especially those related to SDGs. The results of the implementation of this Community Service show that the number of Muara Enim Regency SDGs indicators contained in the SDGs Regional Action Plan document are 153 indicators, consisting of 70 indicators of the social development pillar, 37 indicators on the economic development pillar, 29 indicators on the environmental development pillar and 17 indicators on the legal / governance development pillar. Many indicators still fall into the category of unmeasurable or purple. Then, there are still indicators in the red and yellow categories due to the setting of targets that are pretty high and different from the targets in other planning documents and even with higher targets and no revision or change in targets, especially after the COVID-19 pandemic in 2020.
Co-Authors Hardiana, Raden Dian Iqbal Lhutfi Kurniati, Fitrina Mulyani, Heni Safrina Noorman Sugiharti, Harpa Yanty Wirza