A Sociocultural Analysis of Teachers’ Belief Changes: A Case of Two Teach-Abroad EFL Teachers


  • (1) * Sahiruddin Sahiruddin            Faculty of Cultural Studies Universitas Brawijaya  
            Indonesia

  • (2)  Yudhi Arifani            Intitute of Science Innovation and Culture (ISIC), Rajamangala University of Technology Krungthep, Thailand  
            Thailand

  • (3)  Clinton Chidiebere Anyanwu            Institute of Science Innovation and Culture (ISIC), Rajamangala University of Technology Krungthep  
            Thailand

  • (4)  Jati Suryanto            Universitas Muhammadiyah Yogyakarta  
            Indonesia

    (*) Corresponding Author

Abstract

This inquiry explores English foreign language (EFL) teacher beliefs in teach-abroad (TA) contexts under the umbrella of Vygotsky’s sociocultural theory (SCT) of mind. The previously available literature on teacher beliefs has relied mostly on quantitative survey research concerning belief as an inert variable; an internal representation of experience is resilient to evolve. Due to the prevalence of the theory of mind or cognitive orientation under the sociocultural theory, this case study aims to examine two TA EFL teachers’ belief changes in the new TA context and conceptualize the teachers’ beliefs from a sociocultural perspective. The participants involved EFL teachers (both pseudonyms): Ivan (male, aged 26) and Melanie (female, aged 24) attending different types of TA were recruited for this research. We collected the data through pre-and post-TA interviews and teaching journals with other triangulated methods like teaching autobiographies and recall experiences. The findings advocated that EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences, and their belief changes involve a remediation process that leads to different teaching actions. Their internalized EFL teaching beliefs within meaningful environments influence the success of their TA teaching.

HIGHLIGHTS:

  • EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences
  • EFL teacher’s belief changes involve a remediation process that leads to different teaching actions
  • Socio-cultural context of teaching and learning practice facilitates the perception of teachers’ teaching beliefs.

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Author Biographies

Sahiruddin Sahiruddin, Faculty of Cultural Studies Universitas Brawijaya

Sahiruddin is a senior lecturer in the Graduate Program of Linguistics, Faculty of
Cultural Studies Universitas Brawijaya, Jawa Timur, Indonesia. His main interest
includes translanguaging, multilingualism, technology integration in language
teaching and learning, and teacher professional development. He can be reached at
shrdn@ub.ac.id

Yudhi Arifani, Intitute of Science Innovation and Culture (ISIC), Rajamangala University of Technology Krungthep, Thailand

Yudhi Arifani is a Senior Lecturer in the English language and Education
Department, Institute of Science Innovation and Culture (ISIC), Rajamangala
University of Technology Krungthep, Thailand. His research interest involves
Teacher Professional Development and Computer-Assisted Language Learning
(CALL) pedagogy. His email is yudhi.a@mail.rmutk.ac.th

Clinton Chidiebere Anyanwu, Institute of Science Innovation and Culture (ISIC), Rajamangala University of Technology Krungthep

Clinton Chidiebere Anyanwu is a lecturer in the Institute of Science Innovation and
Culture (ISIC), Rajamangala University of Technology Krungthep, Thailand. His
research interest involves Teacher integration and technology adoption in the field of
higher education teaching and learning. His email is clinton.c@mail.rmutk.ac.th

Jati Suryanto, Universitas Muhammadiyah Yogyakarta

Jati Suryanto is a senior lecturer at the English language education department,
Faculty of Language Education, Universitas Muhammadiyah Yogyakarta, Indonesia.
His email is jatisuryanto@umy.ac.id

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Published
2024-04-30
 
How to Cite
Sahiruddin, S., Arifani, Y., Anyanwu, C. C., & Suryanto, J. (2024). A Sociocultural Analysis of Teachers’ Belief Changes: A Case of Two Teach-Abroad EFL Teachers. JEES (Journal of English Educators Society), 9(1), 70-79. https://doi.org/10.21070/jees.v9i1.1810
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Articles