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All Journal English Review: Journal of English Education ELTR Journal
Indaswari, Ragilia
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EXPLORING AGENCY IN TEACHERS’ IDENTITY CONSTRUCTION THROUGH THE LENS CRITICAL INCIDENT TECHNIQUES Indaswari, Ragilia; Mbato, Concilianus Laos
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.229

Abstract

A major increase in empirical and theoretical interest in teacher identity has occurred within the last 20 years. This increase is frequently ascribed to changing perceptions of teachers' roles. Critical incidents affect teachers' development and their professional identity. The issues include how teachers deal with challenging situations in their profession and their sense of agency. This problem can be overcome by educating students to be more assertive in the classroom. This study aims to investigate the professional identities of three in-service EFL teachers through the lens of critical incidents. Three in-service EFL teachers from different regions in Indonesia were purposefully selected as the participants. The main instrument for data collection in this study was the Critical Incident Technique (CIT) by utilizing reflections and in depth-interview to gather the data and ensure triangulation. Respondents voluntarily participated in this research. The result of this research demonstrated that there were 17 codes of CI which were classified into 3 major categories possessed by the participants, namely: students’ behavior, teachers’ reflective practice, and students’ reaction. The strategies teachers use to handle challenging situations in their profession consist of how teachers deal with decision-making, integrating technology, and developing suitable materials.
THE  PREDOMINANT EDUCATIONAL PHILOSOPHIES AMONG PRE-SERVICE ENGLISH TEACHERS Indaswari, Ragilia; Ena, Ouda Teda
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11833

Abstract

Theory and philosophy are inseparably linked. Theory shapes how people purposefully engage with the world, whereas philosophy shapes how people perceive the world. The idea behind this study is that pre-service English teachers follow certain beliefs to improve their pedagogical abilities prior to the implementation. This study investigated the predominant educational philosophies among pre-service English teachers enrolled in an English Education program at a University in Solo. The respondents of the study were 38 pre-service English teachers at a University in Solo, Central Java who were chosen through simple random sampling. Data were collected using a survey adapted from the self-assessment educational philosophies scoring guide. It utilized a quantitative survey research that involves gathering data through questionnaires. The analysis revealed that Behaviorism emerged as the most commonly endorsed philosophy, followed by Perennialism and Progressivism. These findings suggest that pre-service English teachers tend to adopt teacher-centered approaches that emphasize structure, repetition and reinforcement. The study suggests that Indonesian pre-service English teachers believe effective teaching involves a combination of student-centered and teacher-centered approaches, urging for curriculum support.
Co-Authors Concilianus Laos Mbato Ouda Teda Ena