Challenges and Coping Strategies of EFL Trainee Teachers in International Teaching Practicum

Authors

  • Zalfa Amirah Khusniyah Universitas Islam Malang https://orcid.org/0000-0003-0998-3843
  • Syahreena Mohd Shahrom Universiti Teknologi MARA
  • Sonny Elfiyanto Universitas Islam Malang
  • Ika Hidayanti Universitas Islam Malang

DOI:

https://doi.org/10.29408/veles.v7i3.21253

Keywords:

Challenges, coping strategies, EFL trainee teachers, international teaching practicum

Abstract

International teaching practicum is highly relevant in developing the quality of education worldwide. Innumerable institution sends their trainee teachers to help improve educational quality and build professionalism. During the practicum, trainee teachers will be experiencing some pertinent issues and problems that will help to shape teachers’ personalities and teaching practices in the future. Knowing the importance of experiencing these challenging episodes in practicum, researchers investigated the coping strategies for challenges and reported how trainee teachers conceptualized their learning. This qualitative research aims to provide valuable insight and practical solutions for trainee teachers facing challenges during teaching practicum. The data was obtained through observation and interviews with two trainee teachers who have participated in an international teaching practicum in Malaysia. Based on the research finding, the challenges faced by trainee teachers are categorized into several themes: students’ behavior, school facilities, mixed-ability students, school curriculum, and time management. Moreover, trainee teachers used several coping strategies to overcome challenges: antecedent strategy; learning through play strategy; grouping strategy; school modules to overcome unfixed curriculum; and setting priorities.

References

Aisyah M.S. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Language Teaching and Learning, 2(2), 54–67. https://doi.org/10.18196/ftl.2223

Anwar, K., Ubaidillah, M. F., Tarrayo, V. N., Ismiatun, F., Khotimah, K., Irawansyah, I., & Sulistiyo, U. (2020). Orientations in learning English as a foreign language: How do Indonesian students view them? Journal of English Education, Literature and Culture, 5(1), 32–42. https://doi.org/10.30659/e.5.1.32-42

Baba, J. (2022). Learners’ views of literature and academic achievement in a literature course: A sample of ESL pre-service teachers in Malaysia. Asian TESOL Journal, 2(1), 15–29. https://doi.org/10.35307/asiantj.v2i1.26

Baker, J., & Westrup, H. (2003). Essential speaking skills: A handbook for English language teachers. Continuum.

Banks, T. (2014). Creating positive learning environments: Antecedent strategies for managing the classroom environment & student behavior. Creative Education, 5(7), 519–524. https://doi.org/10.4236/ce.2014.57061

Chapman, C., & King, R. (2003). Differentiated instructional strategies for reading in the content areas. Thousand Oaks, CA: Corwin Press.

Chasanah, I., & Sumardi, S. (2022). A retrospective narrative study of pre-service teachers’ language barrier experiences in international teaching practicum. Voices of English Language Education Society, 6(1), 271–282. https://doi.org/10.29408/veles.v6i1.5356

Chung, H., Elias, M., & Schneider, K. (1998). Patterns of individual adjustment changes during middle school transition. Journal of School Psychology, 36(1), 83–101. doi:10.1016/ S0022-4405(97)00051-4

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.

Cross, S. B. (2021, August 26). Stifling hot classrooms are more than “Just uncomfortable.” Scary Mommy. https://www.scarymommy.com/classrooms-hot-uncomfortable

Curtin, N., Stewart, A. J., & Ostrove, J. M. (2013). Fostering academic self-concept. American Educational Research Journal, 50(1), 108–137. https://doi.org/10.3102/0002831212446662

DeVillar, R. A., & Jiang, B. (2012). From student teaching abroad to teaching in the U.S. classroom. Teacher Education Quarterly, 39(3), 7–24.

Fatiloro, O. F. (2015). Tackling the challenges of teaching English language as second language (ESL) in Nigeria. Journal of Research & Method in Education, 5(2), 26–29. https://doi.org/10.9790/7388-05212630

Genç, G. (2018). Are Turkish EFL pre-service teachers ready to manage intercultural challenges? Intercultural Education, 29(2), 185–202. https://doi.org/10.1080/14675986.2018.1429790

Gillies, R. M. (2003). The behaviors, interactions, and perceptions of junior high school students during small-group learning. Journal of Educational Psychology, 95(1), 137–147.

Gong, Y., Gao, X., Li, M., & Lai, C. (2020). Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Language, Culture and Curriculum, 34(4), 417–437. https://doi.org/10.1080/07908318.2020.1856129

Gudmundsdottir, S. (2001). Narrative research on school practice. In V. Richardson (Ed.), Fourth handbook for research on teaching (pp. 226-240). New York: Macmillan.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, UK: Oxford University Press.

Huling, L. (1998). Early field experiences in teacher education. Office of Educational Research and Improvement.

Ibrahim, A. B., Mohamad, F., Rom, K. B., & Shahrom, S. M. (2013). Identifying strategies adopted by novice lecturers in the initial years of teaching. Procedia - Social and Behavioral Sciences, 90(1), 3–12. https://doi.org/10.1016/j.sbspro.2013.07.059

Jin, A., Parr, G., & Cooley, D. (2019). An Australian international teaching practicum in China: Exploring multiple perspectives. The Australian Educational Researcher, 47(2), 263–281. https://doi.org/10.1007/s13384-019-00343-1

Joshi, D., A. Gokhale, V., & Acharya, A. (2012). Student’s response and behavior in the classroom environment. International Journal for Cross-Disciplinary Subjects in Education, 2(1), 926–934. https://doi.org/10.20533/ijcdse.2042.6364.2012.0132

Kabilan, M. K., Ramdani, J. M., Mydin, A., & Junaedi, R. (2020). International teaching practicum: Challenges faced by pre-service EFL teachers in ESL settings. Language Education and Acquisition Research Network Journal, 13(1), 114–126.

Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum: Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36(1), 198–209. https://doi.org/10.1016/j.tate.2013.07.013

Kern, L., & Clemens, N. H. (2006). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75. https://doi.org/10.1002/pits.20206

Köksal, D. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895–913. https://doi.org/10.17263/jlls.631531

Lang, C., Cacciattolo, M., & Kidman, G. (2016). The global education practicum: Perspectives from accompanying academics. Asia-Pacific Journal of Teacher Education, 45(2), 145–161. https://doi.org/10.1080/1359866x.2016.1204425

Ling, L., Burman, E., Cooper, M. C., & Ling, P. (2006). (A)broad teacher education. Theory into practice, 45(2), 143–149. https://doi.org/10.1207/s15430421tip4502_6

Luo, B. R., Lin, Y. L., Chen, N. S., & Fang, W. C. (2015). Using smartphones to facilitate English communication and willingness to communicate in a communicative language teaching classroom. In International Conference on Advanced Learning Technologies 2015 (ICALT 2015). https://doi.org/10.1109/icalt.2015.22

Malki, M. A., & Al-Hattali, W. (2022). Practicum students’ perceptions in the light of COVID-19: Challenges & opportunities. English Language Teaching, 15(7), 28–29. https://doi.org/https://doi.org/10.5539/elt.v15n7p28

Matthews, B., Ross, L., & Ellison, N. (2010). Research methods: A practical guide for the social sciences (1st ed.). Pearson Longman.

Miles, M. B., & Huberman, M. A. (1994). Qualitative Data Analysis: An expanded sourcebook. SAGE Publications.

Nguyen, H. T. (2010). Effective peer mentoring for EFL pre-service teachers’ instructional practicum practice. Asian EFL Journal, 12(3), 40–61.

Nieto, J. (2006). The cultural plunge: Cultural immersion as a means of promoting self-awareness and cultural sensitivity among student teachers. Caddo Gap Press, 33(1), 75–84.

Nuraeni, N., & Yulia, A. (2019). Indonesian pre-service teachers’ major problems in teaching English at primary school, Thailand. In The 1st Bogor English Student and Teacher Conference, 1, 40–47.

Ospina, N. S., & Medina, S. L. (2020). Living and teaching internationally: Teachers talk about personal experiences, benefits, and challenges. Journal of Research in International Education, 19(1), 38–53. https://doi.org/10.1177/1475240920915013

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y

Pariska, N. G. (2022). The employment of antecedent strategy for managing behavior challenges in EFL classroom. Indonesian Journal of Educational Research and Review, 5(1), 25–33. https://doi.org/10.23887/ijerr.v5i1.43867

Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school – A framework for policy and practice. Frontiers in Education, 7, 1–12. https://doi.org/10.3389/feduc.2022.751801

Pertiwi, Y. A., & Hidayanti, I. (2022). Advanced students’ speaking anxiety and their strategies to reduce anxiety during online learning. The Journal of English Literacy Education, 2(2), 150–163.

Prasetyaningrum, D. I., Ruminar, H., Ivana, A., & Irwandi, P. (2022). Explorational study of international student mobility program challenges in dealing with global diversity and change. Erudio Journal of Education Innovation, 9(2), 150–167. https://doi.org/https://doi.org/10.5281/zenodo.8081327

Rao, P. S. (2019). The role of English global language. RJOE (Research Journal of English), 4(1), 65–79.

Rasman, R. (2018). Overseas teaching experience and motivational currents: The case of EFL pre-service teachers in Indonesia. Indonesian Journal of Applied Linguistics, 8(2), 429–440. https://doi.org/10.17509/ijal.v8i2.13309

Stronge, J. H., Xu, X., Leeper, L. M., & Tonneson, V. C. (2017). Principal evaluation: Standards, rubrics, and tools for effective performance (1st ed.). ASTD (American Society for Training and Development).

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives, 27(35), 1–40. https://doi.org/10.14507/epaa.27.3696

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Association for Supervision and Curriculum Development.

Turner, D. P. (2020). Sampling methods in research design. Headache: The Journal of Head and Face Pain, 60(1), 8–12. https://doi.org/10.1111/head.13707

Ubaidillah, M. F., Elfiyanto, S., Rifiyani, A. J., & Lee, H. Y. (2023). Indonesian EFL teachers’ identity construction in a global Englishes era. JEELS (Journal of English Education and Linguistics Studies), 10(1), 199–235. https://doi.org/10.30762/jeels.v10i1.1082

Wadden, P., & McGovern, S. (1991). The quandary of negative class participation: Coming to terms with misbehavior in the language classroom. ELT Journal, 45(2), 119–127. https://doi.org/https://doi.org/10.1093/elt/45.2.119

Wahyudin, A. Y., Pustika, R., & Simamora, M. W. (2021). Vocabulary learning strategies of EFL students at tertiary level. The Journal of English Literacy Education, 8(2), 101–112. https://doi.org/10.36706/jele.v8i2.15647

Walker, D. (2003). Fundamentals of curriculum: Passion and professionalism (2nd.). Lawrence Erlbaum Associates.

Weisberg, D. S., Hirsh-Pasek, K., and Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. MBE (Mind, Brain, and Education). 7(2), 104–112. https://doi.org/10.1111/mbe.12015

Winslade, M. (2016). Can an International Field Experience Assist Health and Physical Education Pre-service Teachers to Develop Cultural Competency? Cogent Education, 3, 1–15. https://doi.org/10.1080/2331186x.2016.1264172

Young, M. (2014). What is a curriculum and what can it do? The Curriculum Journal, 25(1), 7–13. https://doi.org/10.1080/09585176.2014.902526

Yunus, M., Hashim, H., Ishak, N. M., & Mahamod, Z. (2010). Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms. Procedia - Social and Behavioral Sciences, 9, 722–728. https://doi.org/10.1016/j.sbspro.2010.12.224

Zhang, J. (2019). Some views about standard English. English Language and Literature Studies, 9(4), 94. https://doi.org/10.5539/ells.v9n4p94

Downloads

Additional Files

Published

2023-12-27

How to Cite

Khusniyah, Z. A., Shahrom, S. M., Elfiyanto, S., & Hidayanti, I. (2023). Challenges and Coping Strategies of EFL Trainee Teachers in International Teaching Practicum. Voices of English Language Education Society, 7(3), 471–482. https://doi.org/10.29408/veles.v7i3.21253