“IT'S TOUGH TO SAY NO WHEN THEY ASK FOR HELP” REVEALING AND NARRATING EFL STUDENT TEACHERS’ EMOTIONAL GEOGRAPHIES IN KAMPUS MENGAJAR’S TEACHING PRACTICUM

Sibakhul Milad Malik Hidayatulloh

Abstract


This research investigates the emotional geography of two EFL student teachers participating in the MBKM teaching practicum program by employing a narrative inquiry research design and utilizing a narrative frame alongside in-depth interview. Through the narratives of participants, various emotional landscapes encountered during their teaching placements are revealed. The results highlight the challenges of managing workload expansion and negotiating collegial relationships, emphasizing the necessity of workload management and boundary-setting for professional well-being. In contrast, another participant narrative showcases proactive engagement and adaptation within diverse learning environments, emphasizing a nuanced approach to professional development. Both participants grapple with moral dilemmas inherent in pedagogical practices, stressing the importance of empathetic teaching approaches tailored to individualized learning needs. Additionally, they navigate hierarchical power dynamics within the educational setting, demonstrating responsive obedience to supervisory instructions while acknowledging the potential for equitable collaboration. Further, it also highlights the significance of cultural competence in fostering collaborative teaching partnerships within diverse socio-cultural environments. Overall, the study illuminates the complex emotional geography of teaching in teaching practicum process and stresses the importance of comprehensive support systems in fostering resilience and adaptability amidst diverse challenges.


Keywords


Emotional Geography of Teaching; MBKM teaching practicum; Narrative Inquiry

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DOI: https://doi.org/10.17509/ije.v18i2.68676

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