PROFESSIONAL DEVELOPMENT THROUGH LIVED EXPERIENCE: A NARRATIVE INQUIRY OF AN ELEMENTARY ENGLISH TEACHER
DOI:
https://doi.org/10.51878/teaching.v6i3.14547Keywords:
Pengembangan Profesional Guru, Guru Bahasa Inggris, Sekolah Dasar, Penelitian NaratifAbstract
Teacher professional development usually takes the formal process and activities to increase teachers’ professional skill. However, in practice, it is also shaped by teachers’ individual lived experiences. This study aims to explore the lived experiences of an English teacher at a rural elementary school in Indonesia. The study applied narrative design. The data were collected through in-depth interviews and anaylsed qualitatively. The findings reveal that the influence of teaching practice in college in contructing professionaal identity, the use of adaptive strategis regarding the challenges intecahing in a rural area, and the integration of informaal experiences and popular culture to enhance students' cross-cultural awareness. This study concludes that professional development is a reflective process that connects personal and professional sides. Therefeore, it recommends the education authorities to provide teacher development programs that support lived experinecs and contextual aspects beside general technical training.
ABSTRAK
Pengembangan profesional guru umumnya dipahami sebagai proses dan kegiatan formal untuk meningkatkan kompetensi profesional guru. Namun, dalam praktiknya, pengembangan tersebut juga dibentuk oleh pengalaman hidup individu yang dimiliki guru. Penelitian ini bertujuan untuk mengeksplorasi pengalaman hidup seorang guru bahasa Inggris di sekolah dasar pedesaan di Indonesia. Penelitian ini menggunakan desain naratif. Data dikumpulkan melalui wawancara mendalam dan dianalisis secara kualitatif. Hasil penelitian menunjukkan adanya pengaruh praktik mengajar selama perkuliahan dalam membentuk identitas profesional guru, penggunaan strategi adaptif dalam menghadapi tantangan mengajar di daerah pedesaan, serta integrasi pengalaman informal dan budaya populer untuk meningkatkan kesadaran lintas budaya siswa. Penelitian ini menyimpulkan bahwa pengembangan profesional guru merupakan proses reflektif yang menghubungkan aspek personal dan profesional. Oleh karena itu, penelitian ini merekomendasikan agar otoritas pendidikan menyediakan program pengembangan guru yang mendukung pengalaman hidup dan aspek kontekstual selain pelatihan teknis secara umum.
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