Article Sidebar
Main Article Content
Abstract
Pre-service teachers’ (PST) learning engagement in online learning as the contributing factor in determining students’ successful learning was less elaborated. It is important to explore the process of having meaningful learning engagement experiences. This study aims at elaborating on how learning engagement and meaning making, as experienced by two pre-service teachers, inspired them to successfully teach online in a variety of student contexts with the tools provided. The participants of this study were two pre-service teachers who participated in teaching internships as a mandatory program from their university. The type of this study was qualitative and was then analyzed by narrative analysis. Through multiple interviews and three months of Instagram stories, this study found two pre-service teachers employed learning engagement, especially cognitive engagement, in their distance learning process. The finding was elaborated into two themes; (1) cognitive engagement as a meaningful experience and (2) shared responsibility to achieve behavioral engagement.
Article Details
Copyright (c) 2022 Intan Pradita, Laelah Al Mubarokah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
- Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372–387. https://doi.org/10.1016/j.system.2008.02.002
- Boyan, N. J. (1965). The Intern Team as a Vehicle for Teacher Education1. Journal of Teacher Education, 16(1), 17–24. https://doi.org/10.1177/002248716501600105
- Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach (Rev. ed). State University of New York Press.
- Brown, A. L., Myers, J., & Collins, D. (2021). How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching. Educational Studies, 47(1), 38–58. https://doi.org/10.1080/03055698.2019.1651696
- Carson, L., & Fisher, K. (2006). Raising the Bar on Criticality: Students’ Critical Reflection in an Internship Program. Journal of Management Education, 30(5), 700–723. https://doi.org/10.1177/1052562905284962
- Clandinin, D. J., & Connelly, F. M. (2004). Narrative Inquiry: Experience and Story in Qualitative Research. John Wiley & Sons.
- Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in preservice teacher education: A review of empirical studies. Teaching Education, 24(4), 345–380. https://doi.org/10.1080/10476210.2012.711815
- Dewar, T., & Whittington, D. (2000). Online Learners and Their Learning Strategies. Journal of Educational Computing Research, 23(4), 385–403. https://doi.org/10.2190/MUHM- WP90-42D5-6XWM
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
- Furlong, C. (2012). The teacher I wish to be: Exploring the influence of life histories on student teacher idealised identities. European Journal of Teacher Education, 36(1), 68–83. https://doi.org/10.1080/02619768.2012.678486
- Gebhard, J. (2009). The TESOL Practium. In A. Burns & J. C. Richard (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 250–258). Cambridge University Press.
- Griffiths, C. (2015). What have we learnt from ‘good language learners’? ELT Journal, 69(4), 425–433. https://doi.org/10.1093/elt/ccv040
- Hapsari, B. S., & Ena, O. T. (2019). ENGLISH PRE-SERVICE TEACHERS' IDENTITY DURING TEACHING PRACTICE: NARRATIVE RESEARCH. IJIET (International Journal of Indonesian Education and Teaching), 3(1), 11–20. https://doi.org/10.24071/ijiet.v3i1.1708
- Ignelzi, M. (2000). Meaning-Making in the Learning and Teaching Process. New Directions for Teaching and Learning, 2000(82), 5–14. https://doi.org/10.1002/tl.8201
- Kegan, R. (1982). The evolving self: Problem and process in human development. Harvard Univ. Pr.
- Kuh, G. D. (2003). What We’re Learning About Student Engagement From NSSE: Benchmarks for Effective Educational Practices. Change: The Magazine of Higher Learning, 35(2), 24– 32. https://doi.org/10.1080/00091380309604090
- Maharsi, I. (2019). Pre-Service Teachers’ Reflective Practices through Teaching Practicum E- portfolios. Proceedings of the 2019 5th International Conference on Education and Training Technologies - ICETT 2019, 125–129. https://doi.org/10.1145/3337682.3337706
- Naiman, N. (1978). The Good Language Learner. Research in Education.
- Oxford, R. L. (2011). Strategies for learning a second or foreign language. Language Teaching, 44(2), 167–180. https://doi.org/10.1017/S0261444810000492
- Pennington, M. C., & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
- Robinson, C. C., & Hullinger, H. (2008). New Benchmarks in Higher Education: Student Engagement in Online Learning. Journal of Education for Business, 84(2), 101–109. https://doi.org/10.3200/JOEB.84.2.101-109
- Sun, J. C.-Y., Yu, S.-J., & Chao, C.-H. (2019). Effects of intelligent feedback on online learners’ engagement and cognitive load: The case of research ethics education. Educational Psychology, 39(10), 1293–1310. https://doi.org/10.1080/01443410.2018.1527291
- Theelen, H., Willems, M. C., van den Beemt, A., Conijn, R., & den Brok, P. (2020). Virtual internships in blended environments to prepare preservice teachers for the professional teaching context. British Journal of Educational Technology, 51(1), 194–210. https://doi.org/10.1111/bjet.12760
- Tindowen, D. J., Bangi, J., & Parallag, C. Jr. (2019). Pre-Service Teachers’ Evaluation on their Student Internship Program. International Journal of Learning, Teaching and Educational Research, 18(10), 279–291. https://doi.org/10.26803/ijlter.18.10.18
- Tsang, W. K. (2003). Journaling From Internship to Practice Teaching. Reflective Practice, 4(2), 221–240. https://doi.org/10.1080/14623940308269
- Zhang, Z. (Victor). (2020). Learner engagement and language learning: A narrative inquiry of a successful language learner. The Language Learning Journal, 1–15. https://doi.org/10.1080/09571736.2020.1786712
- Zittoun, T., & Brinkmann, S. (2012). Learning as Meaning Making. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1809–1811). Springer US. https://doi.org/10.1007/978-1-4419-1428-6_1851
References
Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372–387. https://doi.org/10.1016/j.system.2008.02.002
Boyan, N. J. (1965). The Intern Team as a Vehicle for Teacher Education1. Journal of Teacher Education, 16(1), 17–24. https://doi.org/10.1177/002248716501600105
Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach (Rev. ed). State University of New York Press.
Brown, A. L., Myers, J., & Collins, D. (2021). How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching. Educational Studies, 47(1), 38–58. https://doi.org/10.1080/03055698.2019.1651696
Carson, L., & Fisher, K. (2006). Raising the Bar on Criticality: Students’ Critical Reflection in an Internship Program. Journal of Management Education, 30(5), 700–723. https://doi.org/10.1177/1052562905284962
Clandinin, D. J., & Connelly, F. M. (2004). Narrative Inquiry: Experience and Story in Qualitative Research. John Wiley & Sons.
Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in preservice teacher education: A review of empirical studies. Teaching Education, 24(4), 345–380. https://doi.org/10.1080/10476210.2012.711815
Dewar, T., & Whittington, D. (2000). Online Learners and Their Learning Strategies. Journal of Educational Computing Research, 23(4), 385–403. https://doi.org/10.2190/MUHM- WP90-42D5-6XWM
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Furlong, C. (2012). The teacher I wish to be: Exploring the influence of life histories on student teacher idealised identities. European Journal of Teacher Education, 36(1), 68–83. https://doi.org/10.1080/02619768.2012.678486
Gebhard, J. (2009). The TESOL Practium. In A. Burns & J. C. Richard (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 250–258). Cambridge University Press.
Griffiths, C. (2015). What have we learnt from ‘good language learners’? ELT Journal, 69(4), 425–433. https://doi.org/10.1093/elt/ccv040
Hapsari, B. S., & Ena, O. T. (2019). ENGLISH PRE-SERVICE TEACHERS' IDENTITY DURING TEACHING PRACTICE: NARRATIVE RESEARCH. IJIET (International Journal of Indonesian Education and Teaching), 3(1), 11–20. https://doi.org/10.24071/ijiet.v3i1.1708
Ignelzi, M. (2000). Meaning-Making in the Learning and Teaching Process. New Directions for Teaching and Learning, 2000(82), 5–14. https://doi.org/10.1002/tl.8201
Kegan, R. (1982). The evolving self: Problem and process in human development. Harvard Univ. Pr.
Kuh, G. D. (2003). What We’re Learning About Student Engagement From NSSE: Benchmarks for Effective Educational Practices. Change: The Magazine of Higher Learning, 35(2), 24– 32. https://doi.org/10.1080/00091380309604090
Maharsi, I. (2019). Pre-Service Teachers’ Reflective Practices through Teaching Practicum E- portfolios. Proceedings of the 2019 5th International Conference on Education and Training Technologies - ICETT 2019, 125–129. https://doi.org/10.1145/3337682.3337706
Naiman, N. (1978). The Good Language Learner. Research in Education.
Oxford, R. L. (2011). Strategies for learning a second or foreign language. Language Teaching, 44(2), 167–180. https://doi.org/10.1017/S0261444810000492
Pennington, M. C., & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
Robinson, C. C., & Hullinger, H. (2008). New Benchmarks in Higher Education: Student Engagement in Online Learning. Journal of Education for Business, 84(2), 101–109. https://doi.org/10.3200/JOEB.84.2.101-109
Sun, J. C.-Y., Yu, S.-J., & Chao, C.-H. (2019). Effects of intelligent feedback on online learners’ engagement and cognitive load: The case of research ethics education. Educational Psychology, 39(10), 1293–1310. https://doi.org/10.1080/01443410.2018.1527291
Theelen, H., Willems, M. C., van den Beemt, A., Conijn, R., & den Brok, P. (2020). Virtual internships in blended environments to prepare preservice teachers for the professional teaching context. British Journal of Educational Technology, 51(1), 194–210. https://doi.org/10.1111/bjet.12760
Tindowen, D. J., Bangi, J., & Parallag, C. Jr. (2019). Pre-Service Teachers’ Evaluation on their Student Internship Program. International Journal of Learning, Teaching and Educational Research, 18(10), 279–291. https://doi.org/10.26803/ijlter.18.10.18
Tsang, W. K. (2003). Journaling From Internship to Practice Teaching. Reflective Practice, 4(2), 221–240. https://doi.org/10.1080/14623940308269
Zhang, Z. (Victor). (2020). Learner engagement and language learning: A narrative inquiry of a successful language learner. The Language Learning Journal, 1–15. https://doi.org/10.1080/09571736.2020.1786712
Zittoun, T., & Brinkmann, S. (2012). Learning as Meaning Making. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1809–1811). Springer US. https://doi.org/10.1007/978-1-4419-1428-6_1851