The Beliefs of Indonesian Pre-Service Teachers Emotional Strategies in the English Teaching Practicum | ||
| جستارهای زبانی | ||
| Article 8, Volume 15, Issue 3 - Serial Number 81, 1403, Pages 161-193 PDF (470.6 K) | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/LRR.15.3.161 | ||
| Authors | ||
| Ririn Pusparini* 1; Sri Rachmajanti2; Yudhi Arifani3; Mirjam Anugerahwati4; Utari Praba Astuti5 | ||
| 1Doctorate Program in ELT, Faculty of Letters, Universitas Negeri Malang, Indonesia English Education Department, Universitas Negeri Surabaya, Indonesia, +6281246779071 | ||
| 2Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia, +6282131013074, | ||
| 3English Education Department, Universitas Muhammadiyah Gresik, Indonesia, +6281327418413 | ||
| 4Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia, +6282232982055 | ||
| 5Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia, +6281259214668 | ||
| Abstract | ||
| Since beliefs and emotions are involved in teachers’ daily professional life, this case study aimed to reveal the beliefs of pre-service teachers (PST) emotional strategies and the reasons underlying their beliefs during teaching practicum. Six PSTs from three Indonesian universities who conducted teaching practicum in three different school areas participated in this study. Fruitful data were gained from classroom observations, in-depth interviews, and journal entries. The findings reveal that Indonesian PSTs believe designing both a lesson plan and a second one is significant in preparing the classroom situation appropriately for students. These strategies can improve their self-confidence and motivation and help them regulate down emotions to respond to spontaneous incidents. They also believe in cognitive strategies that the students' problems and the teacher's weaknesses provoke the students' misbehavior. To up-positive emotion regulation, they believe in fake strategies showing their excitement and enthusiasm in teaching through verbal and nonverbal cues. However, hiding and avoiding emotions are not suitable due to harmful impacts. Hence, teachers have to unveil their emotions in appropriate situations. Teachers' attention to all students is pivotal for learning and growth. Thus, PSTs' emotional competence must be enhanced, for they have the ability to identify, analyze, regulate, and express emotions in the proper context and situation. The teacher education program must give PSTs full support by including emotional competence as one of the subjects or a part of the course contents to promote positive beliefs on emotion regulation | ||
| Keywords | ||
| emotional competence; teaching practicum; emotional expression; unobservable behaviors | ||
| References | ||
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