DISERTASI dan TESIS Program Pascasarjana UM, 2018

Ukuran Huruf:  Kecil  Sedang  Besar

Deconstructing EFL Teacher Roles

putu . suarcaya

Abstrak


ABSTRAK

 

A lot of studies on teacher roles show the importance of understanding how teachers perform their jobs. Teacher roles are not static but dynamic in the sense that they tend to change overtime as a result of interaction among teachers and teachers with other parties at school. Thus in relation to the dynamic changes of teacher roles, this study was conducted to investigate the meaning which entailed behind the changes of roles. More specifically, the study addressed two research questions, namely: (1) What roles do EFL teachers construct dealing with their profession?, and (2) What roles do EFL teachers deconstruct in relation to their profession?

Data were collected using an open ended questionnaire and follow-up interviews. The combined data later on were narrated by the researcher as a process of co-constructing meaning with the respondents. As many as five respondents of five different schools were selected on the basis of purposive technique and accessibility.

The findings reveal that there are as many as 18 subthemes of teacher roles which are identified. Those 18 subthemes are grouped into three categories, namely: individual EFL teacher roles, homeroom teacher roles, and leadership roles. Another category is added to group roles identified as idiosyncratic roles. They have never been identified in any of the previous studies. Additionally, 10 role deconstructions are identified. The role deconstructions emerged as a result of contestation of two opposing ideologies coming from within the teacher (ideology within) or outside the teacher self (ideology beyond). The winning ideology has more power to dominate the other ideology. This in turn is summed up into four different powers in championing the ideology. The powers relate to the policies dealing with accountability of the teachers, past experiences, dreams, and the influence of other teachers (mass).

Eventually, the study shows that ELT teachers assume various roles as shown in the data. The roles relate to their job whether as an individual teacher or in their capacity as a homeroom teacher or as part of the management. Additionally, role deconstructions also show that teachers in performing their duties experienced conflicts of interests. The interests can be either coming from inside the teacher self or from other parties in a form of external ideologies.

Based on the findings of the study, it is suggested that the prospective teachers be equipped with professional understanding that school, despite its place to educate learners, is not a neutral ‘habitus’. It is necessary for the prospective teachers to hear and feel voices of senior EFL teachers for the sake of developing the prospective teachers’ awareness on the importance of understanding the school condition.