Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia

Autor/inn/en	Ramdani, Junjun Muhamad; Baker, Sally; Gao, Xuesong
Titel	Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 2, S.340-355 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gao, Xuesong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882231152944
Schlagwörter	Foreign Countries; Faculty Development; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Higher Education; Technology Integration; Teaching Methods; Teacher Attitudes; Barriers; Teacher Student Relationship; Educational Practices; COVID-19; Pandemics; Problem Solving; Educational Needs; Distance Education; Case Studies; Indonesia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Problemlösen; Educational need; Bildungsbedarf; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Indonesien
Abstract	The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01