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Integration of local texts and cultural practices in localised EFL classrooms:An ethnographic study of a rural Indonesian school
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Integrating attitude, knowledge and skills in K-13 English lesson plans: explorations into teachers' agentic roles in materials development
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Abstract:
Spiritual and social attitudes, scientific knowledge, and language-related life skills have been the main outcomes of learning in Indonesian education system particularly when the 2013 curriculum is implemented nation-wide. Although spiritual and social attitudes have been respectively assigned to the targets of Religion and Civics Education, the roles of teachers as agents of changes within their community enforce them to take wider and more overarching roles educating learners with attitude, knowledge and skills and leave their traditional roles as providers of knowledge and trainers of skills. The study investigates how English teachers exercise these agentic roles in lesson planning and materials development. Nine experienced professional English teachers (i.e. 3 SMP, 3 SMA, 3 SMK) and their lesson plans were purposively selected as samples. Analyzing the lesson plans and learning materials, the study found that knowledge and skills in the lessons were planned to be associated with particular spiritual and social attitudes. The study found that faithfulness and piety in the students' respective religions were the most dominant spiritual attitudes in teachers' concern. Self-confidence, discipline, respect, caring, and responsibility were the most dominant social attitudes. These attitudes were strategically planned and integrated, through games, group discussions and other two-way interactive materials, with students' knowledge of facts, concepts, procedures and meta-cognition and skills obtained from their intellectual potentials, knowledge-based competency, learning and working experiences and relevant cultural practices. Analyzing interview data, the study explicates how the attitudes will be integrated into lesson implementation and how they are integrated with the types of knowledge and skills above. Being explorative in nature, the study opens up a new way of looking into teacher's pedagogic role, that is, an agentic role motivated by the need to facilitate learners with attitudes, knowledge and skills relevant with job requirements and not by the urge to fulfill self-efficacy, curriculum target, or minimum standard of attainment.
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Keyword:
1203 Language and Linguistics; 3304 Education; 3310 Linguistics and Language; Curriculum; Language planning and policy; Materials development; Teacher agency
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URL: https://espace.library.uq.edu.au/view/UQ:726925
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