Last modified: 2021-09-17
Abstract
Indonesian pre-service teachers face an extraordinary challenge in the online teaching practice that may impact their self-efficacy and teacher agency development. This research aimed to explore pre-service English teachers’ development of self-efficacy and agency in the online teaching practice during the pandemic situation. It employed qualitative narrative inquiry involving four pre-service English teachers at the English Education Study Program, Sanata Dharma University, Yogyakarta. The semi-structured interview was used as the data gathering instrument, and was analyzed aiming to find the similar themes across the participants. This research revealed that to gain self-efficacy and form their agency in teaching in the online teaching, pre-service teachers had to through a long and difficult learning process. This process was enabled through their exploration and commitment as well as the emotional support gained from both their mentors and students. While teacher agency was developed through their awareness and creativity toward the changing situations. The findings also underline the importance of pre-service teachers’ pro-active attitudes in order to continue to develop their skills and identity. Future researchers are suggested to conduct research using a larger number of participants in order provide more accurate data about the online teaching practice, and the development of self-efficacy and teacher agency.
Affiliation: Sanata Dharma University, Yogyakarta
Email: fideliarww@gmail.com
Keywords
References
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