Teachers’ Interactive Decisions and Personal Development: The Basis and Factors

Authors

  • Hartati Suryaningsih Universitas Mataram, Indonesia
  • Desi Herayana Universitas Mataram, Indonesia

DOI:

https://doi.org/10.33394/jo-elt.v11i2.13153

Keywords:

Interactive Decision, Personal Development

Abstract

This research aims to recognize the factors triggering and foundations affecting teachers’ interactive decisions related to teachers’ personal development. Interactive decisions as teachers’ reaction to an unexpected situation during teaching and learning activities. The participants in this study are 3 (three) English course teachers. The participants were chosen using purposive sampling. The data were collected through semi-structured interviews. The data then were analyzed using Gomm’s thematic analysis. The results showed that the factors triggering teachers’ interactive decisions were teachers’ assumptions, teachers’ expectations – students’ lack of cooperation, and technical problems; the foundations of the interactive decisions were teacher’s experience, students’ needs, and class management. These findings indicate that making an interactive decision is a complex process. Many situations may trigger it, and teachers have to cope with it instantly without preparation. These unexpected situations require teachers’ quick thinking and reaction which are based on and enrich their personal development.

References

Anggini, W. Y., & Santosa, I. (2023). Professional digital competency of English teacher: Generation differences. Research and Development Journal of Education, 9(1), 139-151.

Bailey, R. (2010). The Philosophy of Education: An Introduction 1st Edition. Continuum.

Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers' personal practical knowledge on the professional knowledge landscape. Teaching and teacher education, 13(7), 665-674.

Curry, J. R., Webb, A. W., & Latham, S. J. (2016). A content analysis of images of novice teacher induction: First-semester themes. Journal of Educational Research and Practice, 6(1), 4.

Dehghan, F. (2022). Teachers’ perceptions of professionalism: a top-down or a bottom-up decision-making process? Professional development in education, 48(4), 705-714

Doyle, W., & Carter, K. (2019). Teacher thinking and professional action: A study of the cognitive processes of practical teaching (3rd ed.). Routledge.

Farrell, T. S., & Macapinlac, M. (2021). Professional development through reflective practice: A framework for TESOL teachers. Canadian Journal of Applied Linguistics, 24(1), 1-25.

Gomm, R. (2004). Social research methodology: A critical introduction. New York, NY:

Palgrave Macmillan.

Hiebert, J., Gallimore, R., & Stigler, J. W. (2017). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Simon and Schuster.

Johnson, K.E., & Golombek, P.R. (2002). Teachers’ narrative inquiry as professional development Cambridge: Cambridge University Press.

Kirkpatrick, H., & Ruggieri, M. (2017). Teacher personal development: A review of recent literature. Journal of Educational Research, 109(2), 175-183.

Lambert, M. (2012). A beginner’s guide to doing your education research project. Chennai, India: Sage

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San

Fransico, CA: Jossey-Bass.

Opfer, V. D., & Pedder, D. (2019). Conceptualizing teacher professional learning. Review of Educational Research, 89(1), 70-112.

Perry, J. F. (2005). Research in applied linguistics. New York, NY: Routledge.

Poland, B. D. (2002). Transcription quality. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context & method (pp. 629-649). Thousand Oaks, CA: Sage.

Scott, G. & Garner, R. (2013). Doing Qualitative Research. Boston: Pearson.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and treatment of children, 31(3), 351-380.

Sun, D. (2012). “Everything goes smoothlyâ€: A case study of an immigrant Chinese language teacher's personal practical knowledge. Teaching and Teacher Education, 28(5), 760-767.

Swart, F., de Graaff, R., Onstenk, J., & Knezic, D. (2018). Teacher educators’ personal practical knowledge of language. Teachers and Teaching: Theory and Practice, 24(2), 166–182. https://doi.org/10.1080/13540602.2017.1368477

Talaee, E., Bozorg, H., & Schrittesser, I. (2023). Implications of Teachers' Personal Practical Knowledge for Teacher Training Programs: A Case Study of Primary Teachers. International Journal of Education in Mathematics, Science and Technology, 11(2), 407-423.

Tsang, W.K. (2004). Teachers' personal practical knowledge and interactive decisions. Language Teaching Research 8(2):163-198.

Van Veen, K., Zwart, R. C., & Meirink, J. A. (2017). Exploring teachers' interactive decision-making in the context of professional development. Teaching and Teacher Education, 66, 246-257. (p. 252)

Downloads

Published

2024-12-24

How to Cite

Suryaningsih, H., & Herayana, D. (2024). Teachers’ Interactive Decisions and Personal Development: The Basis and Factors. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 11(2), 184–193. https://doi.org/10.33394/jo-elt.v11i2.13153

Issue

Vol. 11 No. 2 (2024)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:

Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.