Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas

Autor/in	Ahmadi, Anas
Titel	Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas
Quelle	In: European Journal of Educational Research, 10 (2021) 1, S.115-126 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Rural Education; Ethnography; Foreign Countries; Rural Areas; Inquiry; Native Language; Rural Schools; Adjustment (to Environment); Cultural Awareness; Acculturation; Teachers; Indigenous Populations; Intercultural Communication; Indonesia + Suchen Sie Ihr Suchwort? Ländliche Erwachsenenbildung; Ethnografie; Ausland; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Cultural identity; Kulturelle Identität; Akkulturation; Lehrer; Lehrerin; Lehrende; Sinti und Roma; Interkulturelle Kommunikation; Indonesien
Abstract	The research explores the narrative inquiry of Indonesian teachers who are assigned to teach in remote areas. The research was conducted from 2019 until 2020. The teachers, in this case, are considered ethnographers because they try to recognize and enter remote island areas that have not been recognized. During this time, in the education context, narrative inquiry is more focused on teacher identity, teaching, curriculum, assessment, and counseling. In terms of narrative inquiry, the teacher as an ethnographer is very interesting to be studied, because it can provide ethnographic insight into the teacher's perspective. The research used qualitative methods supported by ethnographic studies and involved 21 participants. Data analysis techniques used were the stages of identification, classification, reduction, and verification. The interview used was unstructured. The results show that the teacher as an ethnographer learned the local language in the early stage. The second stage is understanding the cultural situation of the local community. The third stage is the contribution of the teacher to the local community in the education context. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01