Narratives of Indonesian pre-service English teachers’ agency in an international teaching practicum
DOI:
https://doi.org/10.28918/erudita.v6i1.14314Abstract
Purpose — This study examines teacher agency among pre-service English teachers participating in an International Teaching Practicum (ITP), an area that remains underexplored despite extensive research on teacher agency in teacher education.
Design/methodology/approach — The study focuses on two participants: one who completed an ITP program in Vietnam and another in the Philippines. Data were collected through a series of semi-structured interviews and analyzed using thematic analysis.
Findings — The findings reveal that the participants’ teacher agency evolved through their experiences within different educational and sociocultural contexts. Several factors influenced this transformation, including sociocultural differences, teaching challenges, and support from other teachers. The participants demonstrated agency by adapting to diverse student backgrounds and implementing culturally relevant teaching strategies. They also addressed teaching challenges through collaboration with colleagues, mentorship, and professional support networks. Assistance from fellow educators provided emotional support, practical guidance, and opportunities for reflective practice, which further strengthened their professional development.
Originality/value — This research highlights the dynamic nature of teacher agency in international teaching contexts and provides empirical evidence that may serve as a foundation for further studies on teacher agency in ITP settings.
Keywords:
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