.png)
EMOTIONAL GEOGRAPHY OF A PRE-SERVICE ENGLISH TEACHER IN ONLINE TEACHING PRACTICUM DURING COVID-19 PANDEMIC
Abstract
Due to COVID-19 pandemic, online learning has now become a bridge to facilitate teaching practice. Emotion has received little attention in online learning and online teaching practice for a senior high school, particularly for pre-service teachers. The study attempted to investigate a pre-service teacher's emotion during her online teaching practicum by using Hargreaves's (2001) concept of emotional geography. The data were gathered from diary journals and interviews conducted over the course of a month of teaching practice in a senior high school. The narratives were analysed using a descriptive qualitative approach combined with thematic analysis. The findings show that the pre-service English teacher experienced a variety of positive and negative emotions because of understanding and misunderstanding in schools, and that these emotions gradually changed her perceptions of her teaching practice. This research offers a novelty in terms of describing how a pre-service English teacher adapted from offline to online teaching practice utilizing WhatsApp Group and Google Classroom to share materials and deliver assessments at the time of COVID-19 pandemic. Emotional resilience and good communication skills were proven to help the participant in navigating emotional geography in online teaching practice with limited faceto-face interaction and guidance with the teacher supervisor in the school.
Keywords
Full Text:
PDFReferences
Braun, V., & Clarke, V. (2020): One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 1-25. https://doi.org/10.1080/14780887.2020.
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education. 2-3. DOI: 10.1080/02619768.2020.1821184
Creswell, J. W. (2012). Planning, conducting, and evaluating quantitative and qualitative research. Educational Research. https://doi. org/10.4135/9781483349435, (10).
Downing, J. J., & Dyment, J. E. (2013). Teacher educators' readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: An exploratory study. The teacher educator, 48(2), 96-109. DOI: 10.1080/08878730.2012.760023
Filep, C. V., Thompsonâ€Fawcett, M., Fitzsimons, S., & Turner, S. (2015). Reaching revelatory places: the role of solicited diaries in extending research on emotional geographies into the unfamiliar. Area, 47(4), 459-465. DOI: 10.1111/area.12217
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education. Vol. 14, No. 8, pp 835-854. https://psycnet.apa.org/doi/10.1016/S0742-051X(98)00025-0
Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7
Hargreaves, A. (2001). The emotional geographies of teachers’ relations with colleagues. International Journal of Educational Research, 35, 503-527. https://doi.org/10.1016/S0883-0355(02)00006-X
Heryatun, Y. & Septiana, T. I. (2020). Pre-service teachers’ emotion in teaching practicum. English Review: Journal of English Education, 9(1), 61-68.
https://doi.org/10.25134/erjee.v9i1.3779
Jones, M., & Ryan, J. (2014). Learning in the practicum: engaging pre-service teachers in reflective practice in the online space. Asia-Pacific Journal of Teacher Education, 42(2), 132-146. Retrieved from http://dx.doi.org/10.1080/1359866X.2014.892058
Knudson, B. D. (2016). The Convergence of Emotional Geography and Teaching: Considering the Influences of Emotionality on Female High School English Teachers' Perceptions of Their Work. Wayne State University Dissertations. Paper 1551. https://digitalcommons.wayne.edu/oa_dissertations/1551
Liu, Y. (2016). The emotional geographies of language teaching. Teacher Development: An international journal of teachers' professional development, 20(4), 482-497. DOI: 10.1080/13664530.2016.1161660
Misdi, M., Rachmawaty, D., Hartini, N., Nurhadi, K., & Hendriwanto, H. (2021). The Emotional Geography of A Female EFL Pre-service Teacher in Teaching Practicum: Voice from Initial Teacher Education. Langkawi: Journal of the Association for Arabic and English, 7(1), 106-118. http://dx.doi.org/10.31332/lkw.v7i1.2321
Murphy, M. P. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. DOI: 10.1080/13523260.2020.1761749
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. DOI: https://doi.org/10.1177/1609406917733847
Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. DOI: 10.1080/02619768.2020.1820981
Short, M. N., & Bullock, L. M. (2013). Perspectives on select field-based experiences for pre-service teachers of students with emotional and behavioural disorders. Emotional and behavioural difficulties, 18(4), 396-406. DOI: 10.1080/13632752.2013.793473
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15(4), 327-351. DOI: 1040-726X/03/1200-0327/0
DOI: http://dx.doi.org/10.33603/perspective.v10i1.6842
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.