Understanding Teacher Professional Development of a Pre-Service Teacher through Teaching Ideologies.

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Understanding Teacher Professional Development of a Pre-Service

Teacher through Teaching Ideologies

A Research Paper

Submitted as Partial Fulfilment of the Requirements for Sarjana Pendidikan Degree

By

Tubagus Muhammad Septian Putra

(1003478)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND FINE ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Tubagus Muhammad Septian Putra, 2014

Understanding Teacher Professional Development of a Pre-Service Teacher through Teaching Ideologies

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Understanding Teacher Professional

Development of a Pre-Service Teacher through

Teaching Ideologies

Oleh

Tubagus Muhammad Septian Putra

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Juni 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis

PAGE OF APPROVAL

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UNDERSTANDING TEACHER PROFESSIONAL DEVELOPMENT OF A

PRE-SERVICE TEACHER THROUGH TEACHING IDEOLOGIES

Approved by:

Main Supervisor

Pupung Purnawarman, M.Ed., Ph.D. NIP. 196810131998031001

Co-Supervisor

R. Della N. Kartika Sari, M.Ed. NIP. 197704142001122003

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

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Understanding Teacher Professional Development of a Pre-Service Teacher through Teaching Ideologies

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined.

PREFACE ... Error! Bookmark not defined.

ACKNOWLEDGEMENT ... Error! Bookmark not defined.

ABSTRACT ... Error! Bookmark not defined.

TABLE OF CONTENTS ... i

LIST OF TABLES ... iv

LIST OF FIGURES ... v

LIST OF APPENDICES... 7

CHAPTER I ... Error! Bookmark not defined.

INTRODUCTION ... Error! Bookmark not defined.

1.1. Background of the Research ... Error! Bookmark not defined. 1.2. Formulation of the Problems ... Error! Bookmark not defined. 1.3. Purposes of the Research ... Error! Bookmark not defined. 1.4. Significances of the Research ... Error! Bookmark not defined. 1.5. Organizations of the Research ... Error! Bookmark not defined. CHAPTER II ... Error! Bookmark not defined.

THEORETICAL FOUNDATION ... Error! Bookmark not defined.

2.1. Teacher Professional Development... Error! Bookmark not defined. 2.1.1. Teacher Education ... Error! Bookmark not defined. 2.1.2. Defining Teacher Professional Development ... Error! Bookmark not defined.

2.1.3. Conceptualizing Teachers’ Reflections. Error! Bookmark not defined. 2.1.4. Becoming a Teacher: Roles and Identities ... Error! Bookmark not defined.

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2.2.3. Ideology in Teacher Professional Development .. Error! Bookmark not defined.

2.3. Visualization ... Error! Bookmark not defined. 2.3.1. Pictures and Language: A Semiotic Perspective .. Error! Bookmark not defined.

2.3.2. Orders of Signification ... Error! Bookmark not defined. 2.3.3. Drawings and Ideology of Teaching ... Error! Bookmark not defined. 2.4. Previous Research ... Error! Bookmark not defined. CHAPTER III... Error! Bookmark not defined.

METHODOLOGY ... Error! Bookmark not defined.

3.1. Research Design ... Error! Bookmark not defined. 3.2. Clarification of Terms ... Error! Bookmark not defined. 3.3. Research Site and Participant ... Error! Bookmark not defined. 3.4.1. Classroom Observation ... Error! Bookmark not defined. 3.4.2. Pictorial and Written Documents ... Error! Bookmark not defined. 3.4.3. Interviews ... Error! Bookmark not defined. 3.5. Data Analysis ... Error! Bookmark not defined. 3.5.1. Analysis of Classroom Observation ... Error! Bookmark not defined. 3.5.2. Analysis of Pictorial Documents ... Error! Bookmark not defined. 3.5.3. Analysis of Written Documents ... Error! Bookmark not defined. 3.5.4. Analysis of Interviews... Error! Bookmark not defined. CHAPTER IV ... Error! Bookmark not defined.

FINDINGS AND DISCUSSIONS ... Error! Bookmark not defined.

4.1. Teaching Ideologies ... Error! Bookmark not defined. 4.2. Circumstances in Teaching Practices ... Error! Bookmark not defined. 4.3. Ideology of Teacher-Students Relationship .... Error! Bookmark not defined. 4.4. Ideology of Classroom Management ... Error! Bookmark not defined. 4.5. Ideology of Teaching Contents ... Error! Bookmark not defined. 4.6. Revisiting Teaching Ideologies and Circumstances in Teaching Practices:

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CHAPTER V ... Error! Bookmark not defined.

CONCLUSIONS AND SUGGESTIONS ... Error! Bookmark not defined.

5.1. Conclusions ... Error! Bookmark not defined. 5.2. Suggestions ... Error! Bookmark not defined. REFERENCES ... Error! Bookmark not defined.

APPENDICES

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LIST OF TABLES

Table 2. 1. Teacher Professionalism and Professionality ...Error! Bookmark not defined.

Table 2. 2. Roles of Teacher in Classroom ...Error! Bookmark not defined.

Table 2. 3. Ideology Schema ...Error! Bookmark not defined.

Table 3. 1. Research Schedule ...Error! Bookmark not defined.

Table 4. 1. The Third Classroom Observation Transcription (February, 17th 2014) ... Error! Bookmark not defined.

Table 4. 2. Observer’s Field Note in Classroom Observation 3 (February, 17th 2014) .... Error! Bookmark not defined.

Table 4. 3. Classroom Observation Transcription 5 (March 13th, 2014).. Error! Bookmark not defined.

Table 4. 4. Observer’s Field Note in Classroom Observation 5 (March 13th, 2014) ... Error! Bookmark not defined.

Table 4. 5. Observer’s Field Note in Classroom Observation 2 (February 13th, 2014) .... Error! Bookmark not defined.

Table 4. 6. The Fifth Classroom Observation Transcription (March 13th, 2014) ... Error! Bookmark not defined.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES

Figure 2. 1. The Scheme of Teacher Education ... Error! Bookmark not defined. Figure 2. 2. ALACT Reflection Model ... Error! Bookmark not defined. Figure 2. 3. Onion Model of Teacher Reflection ... Error! Bookmark not defined. Figure 2. 4. Triadic Model of Sign Reading (Semeiosis) ... Error! Bookmark not defined.

Figure 2. 5. The Orders of Signification ... Error! Bookmark not defined. Figure 3. 1. Drawing Analysis Using the Orders of Signification ....Error! Bookmark not defined.

Figure 4. 1. The fourth drawing ... Error! Bookmark not defined. Figure 4. 2. The Third Order of Signification of the First Drawing .Error! Bookmark not defined.

Figure 4. 3. The Image Acts of the Second Drawing .. Error! Bookmark not defined. Figure 4. 4. The Representation and Interaction in the Fourth Drawing ... Error! Bookmark not defined.

Figure 4. 5. The Representation and Interaction of the Fifth Drawing ... Error! Bookmark not defined.

Figure 4. 6. The Image Acts of the First Drawing ... Error! Bookmark not defined. Figure 4. 7. The Image Acts of the Sixth Drawing ... Error! Bookmark not defined. Figure 4. 8. The Second Drawing ... Error! Bookmark not defined. Figure 4. 9. The Myth of the Fifth Drawing ... Error! Bookmark not defined. Figure 4. 10. The Actor of Teacher in the Third Drawing ... Error! Bookmark not defined.

Figure 4. 11. The Actors of Students in the Third Drawing ... Error! Bookmark not defined.

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Understanding Teacher Professional Development of a Pre-Service Teacher through Teaching Ideologies

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES

1. Appendix A: Orders of Signification of Pre-Service Teachers’ Drawings 2. Appendix B: Interview Transcription

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CHAPTER I

INTRODUCTION

This chapter is designated to covering introductory sections of the intended research by presenting background of the research, formulation of the problems (comprising thesis statement and research questions), purposes of the research, significances of the research, and organizations of the research.

1.1. Background of the Research

The present research emphasizes the paramount topic of teacher professional development of a pre-service teacher which espouses notions of teaching ideologies. In this part, the research will firstly present introduction comprising three major points to highlight; the brief portrayal of ongoing dispute regarding the phenomenon of professional development of teacher, the underpinning justifications in which the reasons why the chosen topic is considered urgent to research lie, and the specified scope of the research study. Those three points will be elaborated below.

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knowledgeable sources; self-reflection, others‟ evaluation, students‟ outcomes, norms

in society,

authorities from dominant power, culture evolvement and many more (Ball & Cohen, 1999; Brown, 2001; Evans, 2002; Phan, 2008, p.186-188). In summary, becoming a professional teacher manifests developmental process under which progress one

always is (O‟Sullivan & Jiang, 2004). Relevant also to that saying is a crystallization of why teacher professional development is urgent, professed by Deborah Loewenberg Ball and David K. Cohen (1999):

“. . . teachers are to help diverse learners become competent and skilled, understand what they are doing, and communicate effectively . . . instruction (for teachers) is not commonplace . . . nor could teachers change instruction in these ways simply by being told to do so. Teachers would need opportunities to reconsider their current practices and to examine others, as well as to learn more about the subject and students they teach.” (p.3)

In line with that excerpt, knowing how teachers develop actually sheds a light in pedagogical implications, which is relatively neglected and left unexplored due to overlapping attentions given more to students‟ developments (Ma & Ren, 2011; Suherdi, 2005, p. 213). Whereas, seen from the lens of literature, teacher professional development does disseminate information on improving performance for both teachers themselves, students, and school (Evans, 2002; Ma & Ren, 2011; McCormick, 2001). Teacher professional development elicits information about ideology of teaching, important to be taken into account when a course is designed (Calderhead & Shorrock, 2005; Ma & Ren, 2011). Moreover, teacher professional development allows identification of problems in ideological perspective a teacher has towards teaching, therefore betterment can be better achieved (Evans, 2002;

O‟Sullivan & Jiang, 2002). Thus, it can be summarized that, through teacher

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Albeit being sole, teacher professional development meets limitation in terms of feasibility to be empirically analyzed. This limitation stems from unmeasurable traits of subjective preference of teachers when interviewed (Ball & Cohen, 1999; Evans, 2002, p.128-132). Through words in narratives and interviews, the ideology of teaching

is rather unclear and equivocal, which could result in vagueness of ideology tracing

because it is quite uneasy to differ „what I know I‟ve changed‟ from the changes that really take place in reality (Ball & Cohen, 1999; Evans, 2002, O‟Sullivan & Jiang,

2004). In addition to that, some research (see Alsup, 2008; Weber & Mitchell, Olafson & Bendixen, 2002) professes that narratives and words have less likelihood to reveal solid representation of ideology, due to their stance of limited rooms to be interpreted. This goes hand in hand with what Clandinin (2006) theorizes. He professes that lexical analyses are expressed in the barrier for openness of interpretation to go beyond what is uttered, thus realization of meanings heavily depends on what the sayers remember. Therefore, ideologies of teaching to locate problems in teaching might not be sufficiently traced down.

Departing from that point, it is then crucial to contend that ideologies of teaching are to be congealed. Unlike using words to trace the ideologies, another means is needed. One means of knowing ideologies is a means of visual drawings. Drawings can visualize ideas ones possess—mostly subconsciously—which mirror beliefs to be visible in embodiments, because they offer sense-making which is not easily put into words: the ineffable, the elusive, and the not-yet-thought-through (Weber & Mitchell, in Olafson & Bendixen, 2002). Treated as visual images,

drawings can signify message and meaning construction that stems from the author‟s

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As a conclusion, drawings can be a presentable access for eliciting ideologies of teaching which makes teacher professional development engineer more sufficiently.

Thus, the intention to analyze teacher professional development through teaching ideologies is attended by the research. Not only does the research intend to attain information regarding what ideologies a teacher has through visualization, but it also calls for depiction of classroom observation to bring about a juxtaposition between what the drawings inform and what happens in the classroom where the teacher is teaching. The findings are employed as suggestion planned to broaden EFL

teachers‟ (especially pre-service teachers‟) point of view in learning from resourceful experiences of professional development of the observed teacher.

1.2. Formulation of the Problems

Similar to what has been uttered in aforementioned background of the study is the impetus of this research. The intention of the research lies in the urge to investigate pre-service teacher professional development by reading pre-service teacher‟s drawings (that indicate ideologies of teaching). By that investigation through drawings-reading, it is expected that the research is able to provide better information regarding ideologies lain in the development of the pre-service teacher.

Based on the thesis statement above, the research is keen on answering these two research questions:

a. What ideologies of teaching are manifested in the pre-service teacher‟s teaching practices?

b. How do circumstances in the pre-service teacher‟s teaching practices contribute to the formation of her teaching ideologies?

1.3. Purposes of the Research

After elaborating the background and scope of the research, as finely as the formulation of problems above, purposes of the research will be presented below.

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the research (a pre-service teacher enrolling teaching practicum program). More specifically, the information collected is in a form of a set of authentic drawings which enact categories of teaching ideologies of the participant.

Second, the information regarding ideologies above is further examined by contemplating the drawings with classroom observation and interview with the participant. The contemplation calls for a respective judgment in comprehending what happens in the professional development of the participant (what, why, and how it changes, and what factors contribute to it).

The two objectives above—once accomplished—will be functioned as a platform in informing how a professional development (of ideologies in teaching) is experienced by a pre-service teacher. The information is to give a substantially relevant contribution towards the field of teacher education by investigating more in Indonesian context. Furthermore, it is expected that the research can contribute to providing empirical solvency towards the underlying dispute of classroom problems, for the research is managed to serve actual findings in which motions of a pre-service

teacher‟s teaching development will be unveiled.

1.4. Significances of the Research

The expertise of field in teacher education has been evident to emerge from previous research, pioneer to be dominated by western context. For example, research in teacher professional development are remarked in a work of Rae S. McCormick (2001) who investigated developmental professionalism of beginning teachers

assisted by Californian government‟s program, namely The California Formative

Assessment and Support System for Teachers (CFASST). The research collected

information about teachers‟ professional development through reflective studies, where interviews were conducted personally with the teachers. Similar to that is the work of Jing Ma and Suzhen Ren (2011), in eastern context, whose research

embarked on finding out Chinese college English teachers‟ professional development

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professional development was progressive, since teachers (either being interviewed or who narrated themselves) asserted that they were in consciousness when realizing how changes happened to them (Ma & Ren, 2011; McCornick, 2001).

Nevertheless, it is to be said that the two research above face shortcomings when seen from the perspectives of construct validity (Evans, 2002). The data and findings from the research were merely advocated by personal utterances of teachers—who, at the time, might have met political threats, thus decided to be manipulative and partially thorough in giving information, or simply might not have known what changed. That way, as Clandinin and Huber (in McGaw, Baker, & Peterson, 2006) ascertained, critical incidents mentioned by participants would summon invalid and unreliable data by which empirics could not be satisfied. This indicates how concrete assistance of findings is to appear besides mere narratives or personal answers elicited from interviews with the participants.

On the other hand, in Indonesia, one notable remark has been practiced in the work of Amirulloh et.al (2010), who have done a sufficient execution in analyzing development of students in terms of gender acquisition. Not only was the development simply credited from the interviews by the participants, but it was also judged from how the students drew their perspectives into a set of pictures, showing their ideas (or newly-developed ideologies) regarding the issue of gender. Taken also to consideration was a classroom observation to strengthen the findings from the drawings.

Clearly focused on students‟ development instead of teachers‟ is the example

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work only embedded drawings of teachers to construe their ideologies, without sufficiently observing the encounters of the teachers in a genuine teaching experiences in classroom context.

Thus, the intended research expects to fill in the missing links and distant gaps that the aforementioned research could not seize. The research is managed to provide significant findings due to four reasons: first, it elaborates teacher professional development instead of focusing on students‟ outcomes; second, it regards developmental professionalism of teachers through specific identification (more precisely, their teaching ideologies); third, the way how the research judges the development is by employing both visual analysis of grammar to construe ideologies of the pre-service teacher embedded in drawings and conducting classroom observation and interviews; and fourth, the research manifests Indonesian context of pedagogy.

1.5. Organizations of the Research

The presentation of the research will be organized in five chapters. Each chapter has subtopics which specifically elaborate detail information regarding different focuses. How the chapters are organized is as follows.

First chapter will be introduction. This chapter consists of background of the study, formulation of problems (including thesis statements and research questions), purposes of the research, significances of the research, and organizations of the research.

Second chapter will compile theoretical frameworks. This chapter caters relevant theories, ideas and issues in which the principles and justifications of the research will be grounded. This part will enable the research to strongly build foundation for better understanding.

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Fourth chapter will be findings and discussions. This chapter reports the result of the research. Besides reporting the result, the chapter will also promote an idea of discussions where the collected findings are available to be intepreted.

Last chapter will compile conclusions and suggestions. This chapter presents conclusions drawn from the research findings. in addition, suggestions for future

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

METHODOLOGY

This chapter pertains to prevailing the approach, methods, and instrumentations which were utilized in the research. The chapter also elaborates research design, clarification of terms, research site and participant, data collection, and data analysis.

3.1. Research Design

As what has been informed by prior chapters, the research called for in-depth understanding in regard to the pre-service teacher’s professional development. Thus, the research considered qualitative approach nodal and eligible to the intended purpose. Qualitative approach allowed the research to attain holistic mechanisms of obtaining data to answer the initial research questions, because qualitative research

functioned to comprehend social phenomenon from participant’s (in this case, the pre-service teacher’s) point of view (Fraenkel et.al, 2012). Moreover, Merriam (1988)

also professed that qualitative research will make one able to disclose individual’s

social actions, beliefs, thoughts, and perceptions throughout descriptive explanations of a phenomenon-discovery. Going hand-in hand with that, the research, employing qualitative approach, then aimed at elucidation in investigating the pre-service

teacher’s visualized ideologies and making sense of the circumstance of changes found in the ideologies.

Not only did the research espouse qualitative approach, it was also supplemented by multidisciplinary approaches to qualitative research, namely grounded theory and an intrinsic case study (Fraenkel et.al, 2012, p.433-435). These two approaches enhanced the qualitative research to both operate data collection and analysis.

Grounded theory was intended to generate a theory (more specifically, Barthes’

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2012, p.434:5; Olafson & Bendixen, 2002, p.5). Departing from that point, the research, associated with grounded theory, would be accompanied by constant comparative method which would continually attempt to integrate the obtained data and theory until they fit each other (Fraenkel et, al, 2012; Olafson & Bendixen, 2002).

On the other hand, an intrinsic case study was utilized to get an access to holistically studying the pre-service teacher’s educational experiences or practices to construe the ideologies being developed in a small, single case (Emilia, 2005; Fraenkel et.al, 2012; Schulte, 2009; Timperley, et.al, 2007). By implementing an intrinsic case study, the research was expected to be able to investigate the ongoing process of professional development by describing, in detail, particulars of the factors contributing to the ideologies of the pre-service teacher (Stake, cited in Fraenkel et.al, 2012).

3.2. Clarification of Terms

As a sustainability of convenience for this research, several main terms in this research are sufficiently specified as described below.

Teacher Professional Development refers to a field of study in education,

specifically targeted to teacher education—which disseminates information on how teachers are both improving their professional teaching and learning development and evaluating their pedagogical practices (Evans, 2002; Schulte, 2009, Timperley, 2007). Teacher Professional Development also has substantial impact on literacy as it is

dealing with how teachers reflect his or her profession to students’ learning (Hugh

et.al, 2001; Timperley, 2007).

Teaching Ideologies are entitled to a definition of a coherent and relatively

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Teaching Practices are limited to series of discourses in teaching elicited from

pre-service teacher’s verbalized thoughts (gotten from interviews), genuine actions in her classroom activities (transcribed from videotaped classroom observations and

observer’s field notes), and metaphorical drawings (originally drawn by the pre -service teacher after teaching). All these discourses will employ as sources where the ideologies of teaching can be traced to embody the pre-service teacher’s professional development (Calderhead & Shorrock, 2005; van Dijk, 2002; Weber & Mitchell, 2003).

Pre-Service Teacher is attributed to a beginning teacher who, at the moment,

is learning through legitimate educational instance and courses to become a professional teacher. Referring to the research, a pre-service teacher was the participant of the research who happened to be enrolling in a teaching practicum assignment—where she had to teach in one of senior high schools in Bandung as a temporary teaching staff.

3.3. Research Site and Participant

The research was conducted in a private senior high school in Bandung. The school was chosen for two reasons; first, the school authorities permitted the research to be conducted in the school—which engineered the feasibility of the research; second, the school was where the participant and the researcher enrolled in terms of teaching practicum assignment. This made ease of the research to be practically conducted, because it was easier for the research to undergo data collection process remembering schedule, distance, and accommodation issues.

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semester student of English Education Department, Faculty of Language and Arts Education, Indonesia University of Education).

3.4. Data Collection

The data of the research were collected by the use of three instruments; classroom observations, pictorial and written documents, and interview. The use of those three instruments adopted the nature of qualitative research which is strengthened by multiple methods to provide complete story (Fraenkel et.al, 2012; Naela, Thapa, and Boyce, 2006; Patton; 1990; Vidovich, 2003) as finely as to validate the data through cross-checking sources of information—namely triangulation (Fraenkel et.al, 2012, p.426). The use of them also put the emphasis on gaining accurate data to answer the proposed research questions.

The research was progressing both inside and outside the school. Observations (including videotaping) and interviews were conducted at school, meanwhile pictorial and written documents were analyzed outside the school. In-school instruments were conducted along with regular schedules of the school in two months (see Table 3.1.)

In order for this research to clearly illustrate how each of the instruments collected the data, the more specific descriptions will be elaborated below.

3.4.1. Classroom Observation

Classroom observations were used by the research as one of the instruments to collect data. It was purposively done to portray genuine situations happening in the classroom (Nunan & Carter, 2001), especially when the pre-service teacher encountered a series of developments—more specifically, in the idea of ideologies, prior to being in the drawings. Classroom observations were initiated six times, for the research tried to elicit as much information as possible, regarding the stance of professional development of the pre-service teacher. Each of the observations was video-taped, therefore easy to be transcribed into written documents (transcripts).

Not only did the research videotape the observation, but it also recorded the

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session 4 session 5

Following directive suggestions from former research (i.e Olafson & Bendixen, 2002; Schulte, 2009, Ibrahim et.al, 2013), the collected data from the intended research were both coded and categorized. Coding and categorizing were intentionally done in order for the research to adjust the focus of data (or content) analysis on one rigid target (Fraenkel et. Al, 2012, p. 478-490).

During collecting the data through observation, the researcher held a role as non-participant observer, whose presence was not included in influencing the lived experiences (Fraenkel et.al, 2012, p.446) in a purpose of observing naturally the phenomenon.

3.4.2. Pictorial and Written Documents

Pictorial and written documents were taken into account when collecting the data of this research. Pictorial documents were in a form of a set of drawings, made originally by the observed pre-service teacher, which was gradually made along with the classroom observations. The pre-service teacher was repeatedly asked to draw image/picture, based on these guiding questions (adapted from Olafson & Bendixen, 2002):

1. How is/was teaching to you (today)? 2. What do/did you do as a teacher (today)?

3. How do/did you deal with your students (today)?

The pictorial documents were collected in order for the research to be able to analyze the ideologies depicted in each of the pictures/images, as well as to notice developmental changes in the ideologies (Weber & Mitchell, 1996, p.305).

Besides that, written documents were also an inclusion of data collection in the

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transcriptions. Observer’s field notes—as Nunan and Carter (2001) contended— provide ongoing commentaries on the events which occur in particularities of situations. Similar to that is what Patton (1990) suggested, which articulates that

observer’s field notes can promote humanely interpretive data to take place. Thus, the

research met verisimilitude of capturing real moments in the observed classroom in which interpretations of observational data (regarding classroom discourse, emotions,

and affective circumstance) were served by the observer. Observer’s field notes were

also assisted by the use of videotape transcriptions. During each classroom observations, all the meetings were transcribed into transcripts, carrying out raw data from which analyses of the research were further examined.

3.4.3. Interviews

In the research, interviews were conducted to elicit information from a fruitful source, namely the participant (the pre-service teacher) itself. Interviews captured the thoughts, feelings, responses, difficulties, and expectations carried out by the pre-service teacher. Through interviews, the research was expected to gain more insights of the developing ideologies of the pre-service teacher.

Borrowing a term cited in Fraenkel et.al (2012), the type of the interviews conducted was informal-conversational interviews (p.452;19.1). Since the research departed from foreshadowing problems (Fraenkel et.al, 2012; Evans 2001), the questions of the interviews relied heavily on the observations conducted in each meeting, with less predetermining salience of interference. This was intentionally done in a purpose of summoning open-ended approach to responsive, individual differences and situational changes (Fraenkel et.al, 2012; Merriam, 1991; Patton, 1990).

3.5. Data Analysis

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reliably and validly. Furthermore, that statement is echoed by Fraenkel et.al (2012) who stated that triangulation enables the analyses of the data to avoid personal bias from single-bound of point of view and subjectivity. The steps of data analysis will be explored below.

3.5.1. Analysis of Classroom Observation

Classroom observations were analyzed from videos capturing real situations in the classroom, particularly useful in supplementing the use of observer’s field notes. The videotaped classroom observations enabled the research to holistically attain the information of the pre-service teacher’s experiences (regarding classroom discourse, emotions, and affective circumstance) which were then both coded and categorized to be addressed to answering the attended research questions. Besides, videotaped classroom observations were the source of written video transcriptions.

3.5.2. Analysis of Pictorial Documents

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SECOND DRAWING paramount information related to irregularity and negotiation of power. Irregularities are presented by multiply unfocused narrativizations performed by The teacher is no longer a core of existence from where narrativization exists and is narrated, but instead, all actors are drawn in differentiated adjustment of vectors.

Moreover, the analysis of pictorial documents also underwent process of coding and categorization, framing the work of Olafson and Bendixen (2002). This was done

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in order to gain most frequently occurring themes to be issued, and leave the seldom ones (Olafson & Bendixen, 2002, p.6-7). The analysis of pictorial documents was

initiated to answer the first research question about teacher’s ideology.

3.5.3. Analysis of Written Documents

As what has been informed above, the research employed observer’s field notes and

videotape transcriptions. Those two instruments were employed in order for the research to capture fruitful insights, as well as situations taking place in the classroom observations.

Observer’s field notes were served as a platform of this research to reach

evaluative interpretations of what happened in the classroom. These field notes portrayed occurrence of notable experiences undergone by the pre-service teacher, which was related to how she behaved, how she interacted with her students, what she encountered during the lessons, what emotion she deliberately showed, and any marked circumstances. The interpretations, narrated by the observer, were also made justifiable by the juxtaposition of videotape transcriptions.

Videotape transcriptions were transcribed classroom discourse, where teacher’s

talks and students’ were documented originally in optimization. Not only did the

transcription include transcribed forms of utterances, they also managed to include behaviors and non-verbal patterns of communications—exemplified in slots of information. The way how the transcriptions were presented espoused format in Suherdi (2006). Videotape transcription crystallized interpretations collected in

observer’s field notes because they proved it in evidence of teacher’s sayings or

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3.5.4. Analysis of Interviews

The last data to be analyzed were that from interviews. Prior to having been informed before, the interviews were conducted without predetermining barriers and adjustments, but instead, they were constructed naturally, along with the appearing urge to elicit particular information, as this research was concerned. Nevertheless, the results from the interviews were evaluated sufficiently, for they were all recorded and transcribed into written documents. Having them evaluated that way, the research was made able to pluck related and relevant information of what was needed based on analyses of other instruments. The data from interviews strengthened how interpretations of drawings, field notes, and classroom observations were judged in a more robust verisimilitude, because they catered perspectives of the pre-service teacher explicitly.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is employed as an eventual summary which includes conclusions and suggestions. The chapter will be presented in two sections: first, it will provide conclusive presentation of the entire finding discussion from earlier chapter and how it satisfies the research questions; second, it will serve future research discursive suggestions, expected to help extend some ideas to be considered when researching similar field of the research.

1.1. Conclusions

Having teacher professional development as its impetus, the research endeavored to study how the observed pre-service teacher manifested teaching ideologies in her teaching practices. The teaching ideologies were traced from discourses created from the collected and categorized data in pre-service teacher’s drawings, interviews, transcriptions of classroom observations and field notes of the observer. From the obtained research data, it was found that the manifestation of the pre-service teacher’s teaching ideologies were represented in a form of ideology of teacher-student relationship, classroom management, and teaching contents (more specifically descended into ideologies of learning activities, lift of rules, and medium of communication). Observed in periods of time, these teaching ideologies were found changing along with the continuous teaching practices the pre-service teacher conducted. The change in her teaching ideologies was influenced by various circumstances that the pre-service teacher underwent in the nature of her workplace. Most of the circumstances contributory to the teaching ideologies of the pre-service teacher centered on pre-service teacher’s lacking confidence, shortness of teaching experiences, and urges to rationalize what she had always ideally antagonized, justifying what she used to consider incorrect, while being totally unaware of what

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contesting her teacher’s self, repudiating the power possessed by her). Being

positioned in the circumstances, the pre-service teacher was re-conceptualizing her teaching ideologies by both reviewing, renewing, and revising her beliefs, attitudes, and values towards her initial ideologies. This reconceptualization then functioned to help narrate the professional development of the pre-service teacher.

From the findings above, it can be implied that teaching ideologies shall be treated as a flexible formation of a self of teacher, which is needed to make them professionally develop. As what has been suggested by many theorists, teacher’s nature of work is to always be made evolve in facing various polemics in teaching,

for it need not espouse a rigid, stagnant ‘systems’ of teaching, that teachers must be

critical in adapting to attended challenges while practicing teaching (see Aubusson & Schuck, 2008; Calderhead & Shorrock, 2005; Evans, 2001; Lundell & Highbee, 2011; Schulte, 2009; Sockett et.al, 2001). Echoing the suggestion, it is to contend that modifying teaching ideologies shall elevate teacher’s accountability to survive in

fulfilling their role as students’ learning successor, since being a teacher means a

single humane host who carries on with pedagogy, social, moral, institution, psychology, even culture by practice (Caldehead & Shorrock, 2005; Lundell & Highbee, 2001; Socket et.al, 2001).

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1.2. Suggestions

For a better contribution and significance of future research, there are four suggestions that present research intends to give to future research in the same field of study. The suggestions are:

First, the present research was conducted by aiming at the formation of teaching ideologies when studying teacher professional development. In order to be able to create a significance, the future research may want to raise an issue on how teacher professional development is studied from the lens of gender, revealing the polemics of circumstantial gender formation that pre-service teacher encounters when conducting teaching. The present research considers the future research beneficiary from doing gender for this shall provide findings that are strongly grounded to substantially new constituent of literature and theories.

Second, the present research admitted that it is only able to provide general process of ideology tracing. It recognizes that the future research can have a focus on specific ideologies of teaching as a variable to be researched on. The specific ideologies (for example, the ideology of classroom management manifested in

teacher’s teaching practices) are expected to enable the future research to expand the

areas to be dug, therefore the findings will provide better quality of analyses, leaving naked all the circumstances to be explored in depth. This suggestion is given shall the future research is keen on studying teacher professional development still from ideologies of teaching.

Third, if the future research is still interested in studying the perfectly similar field with the present research, the future research is suggested to employ more tools in tracing the ideologies of teaching. One of the tools may relate to the applicability of Systemic Functional Linguistics (SFL) which could capture social representation

of teachers’ perspectives in seeing their teaching through their language production in

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under gradually longitudinal process of information-elicitation and coding-categorizing process, ideologies of the pre-service teacher can also be prevailed.

Fourth, the future research may want to espouse elements of quantitative approach when analyzing professional development of teachers. These additional elements of quantitative approach may be utilized with the accompaniment of classroom discourse analysis as its grounded theory. Classroom discourse analysis is

expected to be able to quantitatively observe teacher’s sayings which reveal their

journey in attempting to engage students to their lesson. The observed sayings of the

teachers can be classified either into obstructing or constructing students’ learning

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